What's New

Past News You Can Use: 2006

• January 2006
• February 2006
• March/April 2006
• May 2006
• June 2006
• October/November 2006
• December 2006



• Past News You Can Use: 2005
• Past News You Can Use: 2004
• Past News You Can Use: 2003
• Past News You Can Use: 2002
• Past News You Can Use: 2001
• Current News You Can Use

December 2006

—Up Front and Center—

CEC: IDEA 2004 Regulations Workshops
The Council for Exceptional Children (CEC) is bringing IDEA Regulations 2004 workshops to a city near you.

Seattle, WA — November 28
Boston, MA — December 1
Philadelphia, PA — December 6
Washington, DC — December 7

Download the registration form from CEC's Web site, at:
www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/
ProfessionalTraining/Workshops/Roadshow_Ad.pdf

Fax the form to 703-264-9494. Or call 1-888-CEC-SPED.

Celebrate the 6th Annual National Inclusive Schools Week!
December 4-8, 2006
Download a free Celebration Kit today from http://www.inclusiveschools.org/

Tool Kit on Teaching and Assessing Students with Disabilities
Tool Kit Home: http://osepideasthatwork.org/toolkit/index.asp
Also available at: www.nichcy.org/toolkit/contents.asp

We hate to be a nag, but if you haven't checked out OSERS's tool kit, it's still free, it's still full of info and resources on educating students with disabilities, it still comes with chocolate and an all-paid vacation to the getaway of your choice. (Okay, we're joking about the chocolate and vacation, but not the rest.)

Wondering what we're talking about? (This is why we keep nagging, cos maybe you haven't heard.) The Office of Special Education and Rehabilitative Services (OSERS) and the Office of Elementary and Secondary Education (OESE) have collaborated to produce a Tool Kit on Teaching and Assessing Students with Disabilities to assist states in raising the achievement of all students with disabilities. The Tool Kit includes information about the Department's investments, papers on large-scale assessment, technical assistance (TA) products, and resources. The TA products are divided into four broad areas: Assessment, Instructional Practices, Behavior, and Accommodations. Go have a look, either on the osepideasthatwork page, or on NICHCY's site. We have it, too!

The Parent Tool Kit is available at: http://www.osepideasthatwork.org/ParentKit/index.asp
This companion to the Tool Kit on Teaching and Assessing Students with Disabilities addresses the same topical areas. However, the ToolKit materials were written specifically for parents. These resources provide information that will help parents become better informed participants in IEP discussions and other decision making meetings about their child's special education.

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—The Federal Framework—

U.S. Department of Education, Office of Special Education Programs' (OSEP's) IDEA website.
This site was created to provide a "one-stop shop" for resources related to IDEA and its implementing regulations, released on August 3, 2006. It is a "living" website and will change and grow as resources and information become available.
http://idea.ed.gov/

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—TA&D Spotlight—

National State Policy Database
The National State Policy Database (NSPD) allows you to locate and download full copies or specific sections of the federal and state special education Part B IDEA regulations. With the NSPD, you can search for specific words or phrases, find your terms highlighted, and then make excerpts of the sections that you can download into a document on your computer. The NSPD is a collaboration between NASDSE’s Project Forum and the RRFC Network.
www.rrfcnetwork.org/nspd

Online Winter Institute on Assistive Technology
December 4 - 20, 2006
The Family Center on Technology and Disability is offering this institute entirely online, so that you can participate when and where it is most convenient for you. Participants will be able to apply for and receive Continuing Education Units (CEUs), issued by RESNA, for their participation. As always, there is no fee for the Institute, as it is supported by the Department of Education's Office of Special Education Programs (OSEP). To register go to: www.fctd.info/winterInstitute/2006/winter_institute_2006_info.php.

A Few Steps to Better Data
National Dropout Prevention Center for Students with Disabilities (NDPC-SD) has put out this publication as the first in a series of offerings in their State Performance Plan Toolkit Series (SPP). The SPP Toolkit Series will contain this and other practical guides to assist state education agencies in their development and implementation of improvement activities associated with school completion. Available at:
www.ndpc-sd.org/assistance/docs/A_Few_Steps_to_Better_Data.pdf
Warning: This file is large and will take a while to download...

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—The 3Rs: Research, Reports, & Resources—

Research

Hot stuff from the What Works Clearinghouse.
The What Works Clearinghouse (WWC), an initiative of the U.S. Department of Education's Institute of Education Sciences , announces the release of a new cycle of findings.

• Dropout Prevention review, which focuses on interventions in middle school, junior high school, and high school designed to increase high school completion, including techniques such as the use of incentives, counseling, or monitoring.
  http://whatworks.ed.gov/Topic.asp?tid=06&ReturnPage=default.asp

•  English Language Learning review, which focuses on interventions designed to improve the English language literacy or academic achievement of elementary school students who are English language learners.
  http://whatworks.ed.gov/Topic.asp?tid=10&ReturnPage=default.asp
  

• Beginning Reading : DaisyQuest (Beginning Reading) review.
  http://whatworks.ed.gov/Topic.asp?tid=01&ReturnPage=default.asp
  

• Early Childhood Education: DaisyQuest Shared Book Reading.
  http://whatworks.ed.gov/Topic.asp?tid=13&ReturnPage=default.asp

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Reports

The Changing Landscape of American Public Education: New Students, New Schools http://pewhispanic.org/reports/report.php?ReportID=72
This report by the Pew Hispanic Center, examines the schools most impacted by the dramatic increase in Latino enrollment in recent years.

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Resources

Toy Ideas for the Holidays!
The process of selecting a toy for a child with a disability can sometimes seem daunting. Check out the following resources!

• The Family Center on Technology and Disability (FCTD) -has information on resources to assist parents and others in finding the right toys for their children.
  To read their newsletter go to: www.fctd.info/resources/newsletters

• AblePlay - a new toy rating program from The National Lekotek Center. Toy evaluators rate each toy in four disability categories: physical, sensory, communicative, and cognitive. The review provides the consumer with a description of the toy and information on ways the toy can be adapted. These evaluations are useful when parents and guardians are shopping for toys for children with disabilities. www.lekotek.org/

• Toys “R” Us Guide for Differently-Abled Kids
  Endorsed by the National Parent Network on Disabilities and designed to be used in the Toys “R” Us stores in choosing appropriate toys for the child with special needs.
  http://toysrus.richfx.com/catalog_toysrus/diffabled_06_t/diffabled_06_t.html

Free Cued Speech Media Available from National Cued Speech Association
Two acclaimed informational media disks are available from the National Cued
Speech Association (NCSA). To receive a copy of one or both disks, contact the NCSA office at 800-459-3529 with your request.

• Breaking the Code: Unlocking the Cue-rriculum- A combination video/PowerPoint
  presentation about the use of Cued Speech for purposes other than or in
  addition to hearing loss, such as autism, articulation, auditory processing,
  phonemic awareness, Down Syndrome, and more.

• Cued Speech for Special Needs- Created from historic and new footage, the film interviews parents, professionals, and deaf individuals. It is fully captioned and
  sign-interpreted.
  

  
  

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—Upcoming Conferences—

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—Up Front and Center—

CEC: IDEA 2004 Regulations Workshops
The Council for Exceptional Children (CEC) is bringing IDEA Regulations 2004 workshops to a city near you.

Seattle, WA — November 28
Boston, MA — December 1
Philadelphia, PA — December 6
Washington, DC — December 7

Download the registration form from CEC's Web site, at:
www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/
ProfessionalTraining/Workshops/Roadshow_Ad.pdf

Fax the form to 703-264-9494. Or call 1-888-CEC-SPED.

Do you know a child or youth with a disability who has made outstanding achievements?
Consider nominating him/her for a Yes, I Can Award from the Foundation for Exceptional Children. The deadline for recommendations is Nov. 20. For more information go to:
www.cec.sped.org/Content/NavigationMenu/AboutCEC/YesICanFoundation/yesicandetails.htm

National Bullying Prevention Awareness Week: Oct. 22-28, 2006
PACER Center encourages you to help promote this important topic throughout the year. Visit
http://www.pacerkidsagainstbullying.org//, a bullying prevention Web site for elementary-age children, including those with disabilities, to find out how. And for more materials on bullying, be sure to visit NICHCY's resource page on the subject, at: www.nichcy.org/resources/bullying.asp

Plan ahead for 6th Annual National Inclusive Schools Week!
December 4-8, 2006
Download a free Celebration Kit today from http://www.inclusiveschools.org/

Tool Kit on Teaching and Assessing Students with Disabilities
Tool Kit Home: http://osepideasthatwork.org/toolkit/index.asp
Also available at: www.nichcy.org/toolkit/contents.asp

We hate to be a nag, but if you haven't checked out OSERS's tool kit, it's still free, it's still full of info and resources on educating students with disabilities, it still comes with chocolate and an all-paid vacation to the getaway of your choice. (Okay, we're joking about the chocolate and vacation, but not the rest.)

Wondering what we're talking about? (This is why we keep nagging, cos maybe you haven't heard.) The Office of Special Education and Rehabilitative Services (OSERS) and the Office of Elementary and Secondary Education (OESE) have collaborated to produce a Tool Kit on Teaching and Assessing Students with Disabilities to assist states in raising the achievement of all students with disabilities. The Tool Kit includes information about the Department's investments, papers on large-scale assessment, technical assistance (TA) products, and resources. The TA products are divided into four broad areas: Assessment, Instructional Practices, Behavior, and Accommodations. Go have a look, either on the osepideasthatwork page, or on NICHCY's site. We have it, too!

The Parent Tool Kit is available at: http://www.osepideasthatwork.org/ParentKit/index.asp
This companion to the Tool Kit on Teaching and Assessing Students with Disabilities addresses the same topical areas. However, the ToolKit materials were written specifically for parents. These resources provide information that will help parents become better informed participants in IEP discussions and other decision making meetings about their child's special education.

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—The Federal Framework—

Final Regulations for Students with Limited English Proficiency.
The new Title I Regulation is intended to help recently arrived Limited English Proficiency (LEP) students learn English and other subjects while giving states and local school districts greater flexibility on assessment while continuing to hold them accountable under No Child Left Behind. Find the final regs at: www.ed.gov/news/pressreleases/2006/09/09132006a.html

Everything on NCLB.
The Public Education Network (PEN), working in conjunction with the National Coalition for Parent Involvement in Education (NCPIE), has developed simple, easy-to- understand materials that community leaders and parents all over the country have requested to translate the requirements and demands made by this very complex 1,000 page law. "Everything You Ever Wanted to Know" about the federal No Child Left Behind law can be found at: http://www.publiceducation.org/nclb_main

Drop in on the Regional Labs.
The Regional Educational Laboratory Program (REL) is a network of 10 laboratories (and not the medical type!) that are working with policymakers and education practitioners on many of the pivotal issues involved in implementing key provisions required under the No Child Left Behind Act (NCLB). Lots, but LOTS of materials and resources to be had here! Access the Labs at:
http://ies.ed.gov/ncee/edlabs/  

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—TA&D Spotlight—

OSEP's Technical Assistance & Dissemination Network
www.rrfcnetwork.org/content/view/137/192/
The TA&D network is funded by the Office of Special Education Programs (OSEP), U.S. Department of Education, as part of its efforts to improve results for infants, toddlers, children, and youth with disabilities. Projects with the TA&D (and other disability-related projects funded by OSEP) are continually posting new materials and publications in their subject expertise. We'd like to spotlight a few of the most recent, in the hopes that any or all of these may bring you just the information you're looking for.

• NCLB and IDEA: What Parents of Students with Disabilities Need to Know and Do
  http://www.education.umn.edu/nceo/OnlinePubs/Parents.pdf
  From the National Center on Educational Outcomes
  

• Online training module on Differentiation.
  http://www.k8accesscenter.org/training_resources/differentiationmodule.asp
  Enhancing Your Instruction Through Differentiation is a professional development module created by Access Center staff for technical assistance providers or district or State personnel. This module provides background information about differentiated instruction, demonstrates differentiation strategies, and addresses issues of implementation at the school and district level.
  

• School mental health services.
  http://projectforum.org/docs/SchoolMentalHealthServicesintheUS.pdf
  In November 2005, the Substance Abuse and Mental Health Services Administration (SAMHSA) released a report based on their national survey of school mental health services in 2002-2003. This In-Brief Policy Analysis from Project Forum synthesizes relevant data from the SAMHSA report and focuses particularly on an overview of mental health services, funding issues and the implications for designing policy and implementing practices.
  

• A Primer on People First Language.
  www.rrfcnetwork.org/images/stories/MPRRC/Products/Generic/Miscellaneous/peoplefirstbookrevised05.pdf
  Courtesy of the Mountain Plains Regional Resource Center (MPRRC).
  

• Reading Tips for Parent Newsletters
  www.readingrockets.org/newsletters/extras
  ReadingRockets's latest service offers research-based ideas and practical tips for building reading skills at home. These readable one-pagers highlight a different aspect of reading each month. They are formatted for print or e-newsletters, and offer parents a handy guide on how they can help kids become strong readers. Sign up for Ed Extras and get it delivered to you every month.

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—The 3Rs: Research, Reports, & Resources—

Research

Hot stuff from the What Works Clearinghouse.
The What Works Clearinghouse (WWC), an initiative of the U.S. Department of Education's Institute of Education Sciences , announces the release of a new cycle of findings.

• Dropout Prevention review, which focuses on interventions in middle school, junior high school, and high school designed to increase high school completion, including techniques such as the use of incentives, counseling, or monitoring.
  http://whatworks.ed.gov/Topic.asp?tid=06&ReturnPage=default.asp
  

•  English Language Learning review, which focuses on interventions designed to improve the English language literacy or academic achievement of elementary school students who are English language learners.
  http://whatworks.ed.gov/Topic.asp?tid=10&ReturnPage=default.asp
  

• Beginning Reading : DaisyQuest (Beginning Reading) review.
  http://whatworks.ed.gov/Topic.asp?tid=01&ReturnPage=default.asp
  

• Early Childhood Education: DaisyQuest Shared Book Reading.
  http://whatworks.ed.gov/Topic.asp?tid=13&ReturnPage=default.asp
  

Other WWC resources? Don't forget about these two:

• Character Education review, focused on positive character development, prosocial behavior, and academic performance.
  http://whatworks.ed.gov/Topic.asp?tid=12&ReturnPage=default.asp
  

• Elementary School Math review of curriculum-based math interventions that specify clear learning goals for students and assess student outcomes related to mathematics achievement.
  http://whatworks.ed.gov/Topic.asp?tid=04&ReturnPage=default.asp
  

Evaluating Reading First Implementation.
http://www.ed.gov/about/offices/list/opepd/ppss/reports.html#reading
The U.S. Department of Education released an interim report on its evaluation of Reading First implementation. Wonder what they found? Find out at the link above, or order a copy of the report by calling toll free 1-877-4ED-PUBS (1-877-433-7827) (TTY/TDD 1-877-576-7734); via e-mail at mailto:edpubs@inet.ed.gov; or via the Internet at: http://www.ed.gov/pubs/edpubs.html

Implementation and Early Outcomes of the Comprehensive School Reform Demonstration (CSRD) Program
http://www.ed.gov/rschstat/eval/other/csrd-outcomes/report.pdf
This report summarizes data relating to CSRD schools from a variety of sources including surveys and case studies, state assessment data, and a database of grantee information. The report examines the targeting of CSRD funds, how well CSRD schools are implementing the nine components of comprehensive school reform described in the 1998 law, and achievement trends in CSRD schools compared with non-CSRD schools.

Putting research on school reform to work.
www.centerforcsri.org/index.php?option=com_frontpage&Itemid=1
The Center for Comprehensive School Reform and Improvement can tell you all about school reform and then some. Visit the link above and find a variety of tools, guides, and links relating to school improvement. There's news of new research, reports, and events related to comprehensive school reform.

Youngsters showing signs of learning disabilities? Recognition and response.
www.fpg.unc.edu/~randr/pdfs/2006FPGSynthesis_RecognitionAndResponse.pdf
The Recognition and Response system is an emerging early childhood practice designed to help parents and teachers respond to learning difficulties in young children who may be at risk for learning disabilities as early as possible, beginning at age 3 or 4. This 60-page synthesis looks at the evidence base for using Recognition and Response, including focusing on the empirical evidence of the Response to Intervention (RTI) model, and makes recommendations for the early childhood field.

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Reports

Moving On: Federal Programs to Assist Transition-Age Youth with Serious Mental Health Conditions www.bazelon.org/publications/movingon/index.htm
Moving On is a collection of fact sheets providing essential information about 57 federal programs that can assist transition-age youth with serious mental health conditions. Areas covered range from mental health and substance abuse services to education, housing, and juvenile justice. Available from the Bazelon Center.

K-8 Math: Narrowing the focus down to what's most important.
http://www.nctm.org/focalpoints/
The National Council of Teachers of Mathematics (NCTM) has just released “Curriculum Focal Points for Prekindergarten Through Grade 8 Mathematics,” which offers grade-by-grade advice for what students should be taught in various areas of math. And guess what? The recommendation is to focus in depth on, and require student mastery of, only the most important math skills, not every thing you'd find in your typical student textbook. “Why is a 3rd grade student lugging around a 738-page textbook?” NCTM's President said. “You can't tell me every one of those 738 pages is equally important.”

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Resources

Early childhood products, anybody?
Are you interested in quality materials on topics related to early childhood and early intervention? The Natural Resources listserv sends out weekly email announcements to let you know about the latest free or low-cost booklets, CD-ROMs, videos, PowerPoint presentations and other items. The listserv was developed by FPG Investigator Camille Catlett as part of the Natural Allies Project. If you are interested in subscribing to the weekly listserv send an email to mailto:listserv@unc.eduwith a blank subject line. The text of the message must be: subscribe natural_resources2. Be sure the Subject is blank. Then send your email!

Online training in early intervention and deafness.
http://center.uncg.edu/
24 Online Training Modules developed collaboratively by national experts in early intervention and deafness. CENTe-R modules are available for higher-ed faculty to embed into courses for multiple disciplines.

Universal Design for Learning: A Lesson Building Web site for You!
http://lessonbuilder.stage3.cast.org/
CAST has recently completed the Universal Design for Learning (UDL) Lesson Builder that provides educators with models and tools to create and adapt lessons that increase access and participation in the general education curriculum for all students.

Effective interventions for children with mental or emotional disorders.
www.bazelon.org/issues/children/publications/suspending/suspendingdisbelief.pdf
Suspending Disbelief: Moving Beyond Punishment to Promote Effective Interventions for Children with Mental or Emotional Disorders examines congressional intent regarding the treatment of children with behavior problems and compares those intentions with actual implementation of the mandate. It also includes a brief discussion of the research supporting use of Functional Behavioral Assessments and Positive Behavioral Interventions and Supports and identifies programs that have successfully applied these concepts. The trends and arguments highlighted here can inform the work of attorneys and advocates who represent children with emotional and behavioral disorders and policymakers who are truly committed to seeing all children succeed in school.

School mental health services.
http://projectforum.org/docs/SchoolMentalHealthServicesintheUS.pdf
This publication is featured above, in our TA&D Spotlight, and it is so valuable, it's worth mentioning it again! In November 2005, the Substance Abuse and Mental Health Services Administration (SAMHSA) released a report based on their national survey of school mental health services in 2002-2003. This In-Brief Policy Analysis from Project Forum synthesizes relevant data from the SAMHSA report and focuses particularly on an overview of mental health services, funding issues and the implications for designing policy and implementing practices.

Need info on the ADA ?
www.adata.org/resources.aspx
The ADA & IT Technical Assistance Centers distribute general information and technical materials to expand knowledge of the Americans with Disabilities Act. The link above will drop you into their Resources page, where you can pick your poison—self-paced, online training, anyone? Play the ADA Game? And lots more!

Taking the GED? Need Accommodations?
www.acenet.edu/AM/Template.cfm?Section=GEDTS
The national office of the General Educational Development Testing Service (GEDTS) has developed a new brochure called Tips for Candidates with Disabilities , which provides information for people who wish to take the GED test. The brochure lists accommodations available for people with disabilities and provides information on how to request them. Specific forms are available for people with learning and other cognitive disabilities and for people with ADHD.

For African American Families with Children Who Learn Differently
www.aacld.org/
One Child at a Time is a parent handbook and resource directory for African American families with children who learn differently. Available from the National Association for the Education of African American Children with Learning Disabilities, it's been updated and revised to reflect changes in federal law. A single free copy may be ordered from NAEAACLD. Additional copies are available for $3.00 each.

Tools for Latino Family Outreach: Supporting Student Success in the Middle Grades and Beyond
www.palmsproject.net/tools/
This toolkit from the PALMS Project (The Post-secondary Access for Latino Middle- Grade Students) is designed to guide school leaders through the process of conceptualizing, planning, implementing, and assessing an outreach program aimed at Latino parents. Download the toolkit from the PALMS Web site at the link above.

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—Up Front and Center—

National HIV Testing Day (NHTD) is an annual campaign produced by the National Association of People with AIDS (NAPWA-US) to encourage at-risk individuals to receive voluntary HIV counseling and testing. NAPWA distributes campaign kits to community groups and health departments of all sizes to help create NHTD campaigns and events targeting their local communities.

Your first resource for National HIV Testing Day is NAPWA's website. You can download copies of the campaign kit and posters and flyers to adapt and use and link to the CDC’s database of voluntary HIV counseling and testing locations throughout the U.S.

—The Federal Framework—

• Guideposts for success: What all youth need to successfully transition into adulthood
  www.dol.gov/odep/categories/youth/



• Maximizing productivity: Accommodations for employees with psychiatric disabilities
  www.dol.gov/odep/pubs/fact/psychiatric.htm



• Cultivating leadership: Mentoring youth with disabilities
  www.dol.gov/odep/pubs/fact/cultivate.htm
  

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OSEP's Technical Assistance & Dissemination Network
www.rrfcnetwork.org/content/view/137/192/
The TA&D network is funded by the Office of Special Education Programs (OSEP), U.S. Department of Education, as part of its efforts to improve results for infants, toddlers, children, and youth with disabilities.

Earlier in this News You Can Use we promised to connect you with three projects in the TA&D network offering expertise and assistance in deaf-blindness. Well, here they are in another bowl of acronym soup:

• DB-LINK.
  www.dblink.org
  DB-LINK, the National Information Clearinghouse on Children Who Are Deaf-Blind, responds to personal requests for information through its staff, an extensive library of materials, and its website. The clearinghouse also develops and disseminates products to showcase current knowledge and practice.
  
  
• NTAC.
  www.tr.wou.edu/ntac
  NTAC, the National Technical Assistance Consortium for Children and Youth Adults Who Are Deaf-Blind, provides technical assistance to families, service providers, and agencies serving children and young adults (birth through 21) who are deaf-blind.
  
  
• HKNC.
  www.hknc.org/index.html
  HKNC, the Helen Keller National Center for Deaf-Blind Youth and Adults, was mentioned above as the organization heading up Helen Keller Deaf-Blind Awareness Week. HKNC is a national rehabilitation program serving youth and adults who are deaf-blind, their families, and the professionals who work with them.
  
  

• Early childhood transitions: What's the literature say?
  www.ihdi.uky.edu/nectc/DATABASES/search.aspx
  Use the National Early Childhood Transition Center's (NECTC) database to find research, policy and practice, or both on early childhood transitions. And while you're there, check out NECTC's IDEA 2004 website (located at www.ihdi.uky.edu/nectc/idea2004/).
  
  
• For teachers, on teaching young children with challenging behavior.
  http://challengingbehavior.fmhi.usf.edu/tools.html
  The Center for Evidence Based Practices in Early Learning brings you Creating Teaching Tools for Young Children with Challenging Behavior, a free toolkit on how to support children with challenging behavior within preschool routines.
  
  
• Risk pools: State approaches.
  http://projectforum.org/docs/RiskPools-StateApproaches.pdf
  Historically, many state education agencies (SEAs) have formally or informally used risk pools to provide extra funds to local education agencies (LEAs) serving students with high-cost special education needs. With the 2004 reauthorization of IDEA, SEAs have been encouraged to formalize their approach to establishing or operating risk pools. The purpose of this Project Forum document is to describe various state approaches to maintaining risk pools, both before and after the reauthorization of IDEA.
  
  
• For faculty in personnel prep.
  http://iris.peabody.vanderbilt.edu/index.html
  The IRIS (IDEA and Research for Inclusive Settings) Center for Faculty Enhancement serves college faculty working in preservice preparation programs, with the goal of assuring that general education teachers, school administrators, school nurses, and school counselors are well prepared to work with students who have disabilities and with their families. IRIS materials are organized according to the seven topic areas: accommodations, behavior, collaboration, differentiated instruction, disabilities, diversity, IDEA, transition, and faculty. Under each topic you will find resources such as case study units, modules, information briefs, activities, and searchable indices.
  
  

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Research

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—Up Front and Center—

Celebrate Better Hearing and Speech Month in May
Join the public awareness campaign sponsored by ASHA, the American Speech-Language-Hearing Association.

Three-week summer institute of trainings and workshops to be held on Gallaudet’s campus. The Summer Institute sessions cover a variety of topics and are especially designed for professionals working with deaf and hard of hearing students. For more information and to register, go to:
http://clerccenter.gallaudet.edu/tpd/summer-institute/

Traumatic Brain Injury (fs18)—NICHCY Publication, updated May 2006

—The Federal Framework—

The National Institute on Disability and Rehabilitation Research (NIDRR) has issued notice in the Federal Register of an Interagency Committee on Disability Research (ICDR) public meeting and a request for written comments with respect to the federal disability and rehabilitation research agenda.

Individuals with disabilities, service-provider representatives and organizations, disability and rehabilitation research and policy groups, and advocacy organization representatives with specialized knowledge and experience, are encouraged to participate to suggest specific ways to improve future research for individuals with disabilities. The ICDR is also interested in hearing from individuals concerning how well the existing federal research programs are responding to the changing needs of individuals with disabilities.

IDEA and NCLB

The Office of Special Education and Rehabilitative Services (OSERS) and the Office of Elementary and Secondary Education (OESE) have collaborated to produce a Tool Kit on Teaching and Assessing Students with Disabilities to assist states in raising the achievement of all students with disabilities. The Tool Kit includes information about the Department’s investments, papers on large-scale assessment, technical assistance (TA) products, and resources. The TA products are divided into four broad areas: Assessment, Instructional Practices, Behavior, and Accommodations. The Tool Kit can be accessed at:   http://osepideasthatwork.org/toolkit/index.asp

NCLB

 Report: Schools Could Improve on NCLB Tutoring, Choice
from Education Week, April 12, 2006

Students aren’t taking advantage of tutoring options under the No Child Left Behind Act, schools are faltering when it comes to notifying parents about school transfer options under the law, and the number of Title I schools identified as needing improvement has nearly doubled in recent years, according to a study released last week by the Department of Education. Read more about it in the National Assessment of Title I: Interim Report to Congress.

More on NCLB . . .

The Commission on No Child Left Behind is an independent, bipartisan effort to improve the No Child Left Behind Act and ensure it is a more useful force in closing the gap in achievement that separates disadvantaged children and their peers. The Commission will uncover the successes of NCLB, as well as provisions which need to be changed or eliminated. After a year of regional hearings, analysis and research, the Commission will report to Congress and the Administration in early 2007 with its recommendations.

Two hearings have already been held with a third to take place on May 22nd in Atlanta, GA. The hearing can be viewed live, online from www.nclbcommission.org. For further information on topics, dates, and locations of the hearings see this press release.

The first report from the Commission has recently been issued entitled:

Children with Disabilities and LEP Students: Their impact on the AYP determinations of schools

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The Technical Assistance & Dissemination Network (www.rrfcnetwork.org/content/view/137/192/) is funded by the Office of Special Education Programs (OSEP), U.S. Department of Education, as part of its efforts to improve results for infants, toddlers, children, and youth with disabilities. This month's spotlight shines on theNational Dropout Prevention Centers.

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Research

Top Five Trends in the Teaching Profession

In recognition of National Teacher Day, celebrated May 9, 2006, The National Education Association (NEA) issued a press release addressing the top five teaching trends, including a portrait of the 21st century American teacher. Read more at: www.nea.org/newsreleases/2006/nr060502.html

National Survey of Adult Siblings

To better understand the long-lasting relationship between individuals with disabilities and their adult siblings, the National Sibling Consortium and the Vanderbilt Kennedy Center for Research on Human Development is conducting a national survey for anyone age 18 or over with a sister or brother with disabilities. The “Adult Sibling Questionnaire” takes 20-25 minutes to complete, is strictly voluntary and anonymous. Survey findings will be presented at The Arc National Convention, October 12-14, 2006 in San Diego, and in The Arc’s newsletter, InSight, and other publications and scientific journals. The Survey can be accessed at: kc.vanderbilt.edu/FamilyResearch/

Time Magazine on the Web Inside the Autistic Mind A wealth of new brain research--and poignant testimony from people who have autism--is lifting the veil on this mysterious condition.

	The Centers for Disease Control and Prevention
CDC Releases Parent-Reported Estimates of Autism Prevalence Read or listen to the press briefing at: www.cdc.gov/od/oc/media/transcripts/t060504.htm Parental Report of Diagnosed Autism in Children Aged 4–17 Years, United States, 2003–2004 www.cdc.gov/od/oc/media/transcripts/ASDMMWRfactSheet.pdf Autism Research Fact Sheet www.cdc.gov/od/oc/media/transcripts/AutismResearchFactSheet.pdf

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Parent Guide to the Individuals with Disabilities Education Act (IDEA)

The Guide is designed to help parents understand: How the federal special education law generally works in most states; What the law requires to determine whether a child has a learning disability; What is new to IDEA since Congress last updated the law in 2004; What questions parents should ask and what information they should prepare in order to be a full and active advocate for their child; and What resources are available.

Comprehension: Helping English Language Learners Grasp the Full Picture

This webcast discusses effective reading comprehension strategies for teaching English language learners. Delia Pompa, Vice President of the Center for Community Educational Excellence, at the National Council of La Raza serves as moderator, and presenters are Cynthia Lundgren, professor in Second Language Teaching and Learning at Hamline University and Kristina Robertson, an ELL program specialist for Minneapolis Public Schools. Go to the Reading Rockets web site for instructions on downloading the program, recommended readings, or a transcript.

New Resource: Evaluating Reading Programs

The Knowledge Loom http://knowledgeloom.org is a Web-based professional learning resource managed by the Education Alliance at Brown University. It features collections of recommended practices for K-12 educators and draws on the work of nationally-recognized technical assistance organizations, researchers, schools, and districts. The Loom has added a new resource that links to the Florida Center for Reading Research (FCRR), which provides reports on reading programs to help school and district leaders make informed choices. Reports on 80 programs, as of 5/3/06, include information about the alignment of each with the requirements of Reading First and with the findings of scientifically based reading research. You can access the report at: www.fcrr.org/FCRRReports/

Dropout Prevention and Youth with Disabilities: What the Research Says Really Works! Web Seminar: Thursday, May 25, 2006 12:00 noon - 1:30 p.m. EST

The National Dropout Prevention Center for Students with Disabilities
www.dropoutprevention.org/ndpc-sd/index.htm

Dr. Brian Cobb, Professor in the School of Education and Associate Dean for Research for the College of Applied Human Sciences at Colorado State University is presenter for NDPC-SD's first Web Seminar. Dr. Cobb will share insights from the past five years of research synthesis, examining instructional interventions that help prevent secondary-aged youth with disabilities from dropping out of school or engaging in activities that correlate highly with dropping out. Register online at http://cobb.on.raindance.com

Powerful Teacher Education : Lessons from Exemplary Programs
Linda Darling-Hammond

There is wide agreement that the key to better schools is better teachers. If we are to prepare diverse students with the knowledge required by today's society, we need teachers with the sophisticated skills to teach all learners well. Powerful Teacher Education describes the strategies, goals, content, and processes of seven highly successful and long-standing teacher education programs—Alverno College, Bank Street College, Trinity University, University of California, Berkeley, University of Southern Maine, University of Virginia, and Wheelock College. All these colleges and universities have succeeded in preparing teachers to teach diverse learners to achieve high levels of performance and understanding.

Knowledge to Support the Teaching of Reading:
Preparing Teachers for a Changing World
Catherine Snow, Peg Griffin, and M. Susan Burns (Editors)

It is generally accepted that reading with comprehension is key to success in all academic domains. This means that every teacher must be able to help students deepen their reading and writing skills. What is the core knowledge base teachers need for this task? Knowledge to Support the Teaching of Reading offers a definitive guide to reading and literacy preparation in teacher education and professional development.

and the Autism National Committee

2006 TASH Teleconferences Series Facilitated Communication May 17th - June 5th

Six sessions in the Facilitated Communication series will highlight what the latest research tells us about best practices, describe how best practices are implemented to support FC users, and showcase how increased awareness through self-advocacy of users of FC is leading to the breaking of barriers. Presenters are some of the leading experts in the use of facilitated communication as well as several users of facilitated communication. For more information on the series, and to register go to: www.tash.org/teleconferences/index.htm

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Federal Framework
TA&D Spotlight
3Rs: Research
         Reports
         Resources
Conferences

—Up Front and Center—

Introducing NICHCY's Research Center!
Looking for research-based information to guide your work with children with disabilities? Head on over to NICHCY's Research Center! While you're there, be sure to help yourself to our new Research-to-Practice Database where we connect you to the knowledge base that the field has accumulated over years of investigation and practice.

New / Updated NICHCY Publications

   Summer Camps 2006 - Resource List

   Autism and Pervasive Developmental Disorder (fs1)
       A revised and expanded fact sheet, with new resources, March 2006.

Assistive Technology and Transitions

In April, participate in an online discussion sponsored by the Family Center on Technology and Disability (FCTD). Led by Dr. Mary Morningstar and Dr. Sean Smith, of the University of Kansas, the discussion will focus on assistive technology issues that become critical during periods of transition throughout a student's life, from early intervention—preschool—K-12 education—postsecondary education to adulthood and life in the community.

 

Response-to-Intervention (RTI): What Parents Need to Know About This Approach to Identifying Students Most At-Risk for LD

Tuesday, April 18, 2006, 5:00 - 6:00 p.m. ET

"LD Talk," offered by the National Center for Learning Disabilities (NCLD), focuses this month on RTI or Response-to-Intervention—an alternative to the discrepancy approach to identifying students at risk for learning disabilities. In 2004, RTI was added to the Individuals with Disabilities Education Act (IDEA) for all schools to consider as part of determining whether a student has a learning disability. As part of the chat, NCLD will offer its new Parent Advocacy Brief: A Parent's Guide to RTI which provides an overview of the RTI process, how it is implemented in schools and questions parents can ask.

—The Federal Framework—

 

IDEA

The National Monitoring Center (NCSEAM) provides technical assistance in the implementation of focused monitoring and evidence-based decision-making to states and agencies. NCSEAM's work plans target improving compliance with federal law and results for children with disabilities and their families.

Recently posted on the NCSEAM site is the latest data released by the Office for Special Education Programs (OSEP) for the 2003-2004 school year for Part B and Part C of the Individuals with Disabilities Education Act (IDEA).

Part B data includes:

• Exit Data (Graduation/Diploma rates and Dropout rates), for each State and U.S. territory; and
• data on the types of educational environments or settings where students receive services.

To access this information go to: www.monitoringcenter.lsuhsc.edu/Stateranks_B.htm

Part C data includes:

• information on the numbers of children receiving early intervention services, categorized by—
• age, eligibility, and setting.

  To access the Part C information go to: www.monitoringcenter.lsuhsc.edu/Stateranks_C.htm

With the addition of this most recent information from OSEP, the NCSEAM site now contains comparable State data for each year, beginning in 2000 through 2004.

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The National Institute on Disability and Rehabilitation Research (NIDRR) in the Office of Special Education and Rehabilitative Services (OSERS) at the U.S. Department of Education, has released the NIDRR Long-Range Plan for Fiscal Years 2005-09.

NIDRR supports applied research on all aspects of disability and rehabilitation, and their work is aimed at improving the lives of people of all ages with disabilities. NIDRR's Long-Range Plan sets out five domains of research:

• employment;
• participation and living in the community;
• health and function;
• technology for access and function; and
• disability demographics.

You can read NIDRR's Plan at:
www.ed.gov/legislation/FedRegister/other/2006-1/021506d.html

NCLB

The Center for Education Policy has released their fourth study on NCLB, titled Capital to the Classroom: Year 4 of the No Child Left Behind Act. The report is based on a national study of the impact of NCLB, including a survey of education officials, school districts, and in-depth case studies in 38 geographically diverse districts and 42 individual schools. Access the report at:
www.cep-dc.org/nclb/Year4/Press/

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The Technical Assistance & Dissemination Network (www.rrfcnetwork.org/content/view/137/192/) is funded by the Office of Special Education Programs (OSEP), U.S. Department of Education, as part of its efforts to improve results for infants, toddlers, children, and youth with disabilities. This month's spotlight shines on:

 

 

The National Secondary Transition Technical Assistance Center (NSTTAC), began operating January 1, 2006 to help states build capacity to support and improve transition planning, services, and outcomes for youth with disabilities. The NSTTAC will build on and continue much of the work on transition undertaken by the National Center on Secondary Education and Transition (NCSET) headquartered at the University of Minnesota and scheduled to end October 31, 2006.

Research

Accessible Instructional Materials: An Annotated List of Research Articles

Students who are blind or have visual impairments, those with learning disabilities, or students with physical impairments, face unique barriers in accessing traditional textbooks and other print materials. With passage of IDEA '97, NCLB, and IDEA 2004, it has become essential that all students have access to the general curriculum and high quality education. Research tells us of the progress and achievement that can be realized when alternate, accessible materials are provided to students. Yet, in many classrooms across our country, students do not have access to the alternate materials they need.

To address this gaping void, IDEA 2004 requires the development and implementation of the National Instructional Materials Accessibility Standard (NIMAS) for production and electronic distribution of digital versions of textbooks and other instructional materials so they can be converted to accessible formats, including braille and text-to-speech [20 USC §1474(e)]. States and local school districts are required to implement the NIMAS provisions, ensuring that students are provided with accessible materials. Several initiatives, funded by the Office of Special Education Programs (OSEP), have been developed to help schools and communities accomplish this.

	www.nimac.us
The National Instructional Materials Access Center has been established at American Printing House for the Blind

	http://nimas.cast.org/
The Center for Applied Special Technology (CAST), manages the NIMAS Development & Technical Assistance Centers

Reports

Redefining Professional Development: Schools Can Become True Learning Communities for Teachers

Nearly two decades of research has taught some powerful lessons about how to design and implement meaningful and effective professional development for teachers. The Februrary, 2006 newsletter of the Center for Comprehensive School Reform and Improvement examines the characteristics of high-quality professional development and offers some suggestions for improving its impact and effectiveness. You can visit the Center's Web site at: www.centerforcsri.org

Resources

The Puzzle of Autism from the National Education Association

This new resource guide explains common characteristics of autism and suggests effective classroom strategies for improving communication, sensory, social, and behavioral skills. The guide was produced in collaboration with the Autism Society of America, the American Speech-Language-Hearing Association, and the National Association of School Psychologists, and is available on the NEA website: www.nea.org/specialed

	From Babbling to Books: Building Pre-Reading Skills
Featuring Todd R. Risley, Sharon Landesman Ramey, and Julie Washington, From Babbling to Books will stress