SpedPro

Iowa pos-doc opportunity

By billtherrien on Feb. 5, 2010.

Special Education Postdoctoral Scholar

Applications are being accepted for an Institute of Education Sciences (IES) sponsored 2-year special education postdoctoral scholar in the Department of Teaching and Learning at the University of Iowa.

The overall goal of the postdoctoral scholar is to provide the scholar with the knowledge and hands-on experiences needed to conduct rigorous educational research and develop competitive IES grant proposals.

The scholar will work with faculty from a variety of disciplines on a large scale, grant-funded, random control trial (RCT) of the Science Writing Heuristic. The RCT is being conducted in 48 schools and with over 6,000 students throughout the state of Iowa.

Annual salary of $50,000 plus benefits and a large travel and research budget are offered.
U.S. citizenship or permanent resident status required. Applicants from under-represented groups and from all ethnic backgrounds are encouraged to apply.

Potential candidates should have completed a PhD within the last 5 years in special education or a related field.

Required for application: letter of interest, CV, 3 letters of reference, and a writing sample. To apply for this position, visit our website at http://jobs.uiowa.edu/postdoc and choose requisition number 1378.

For more information please contact Dr. Bill Therrien at bill-therrien [at] uiowa [dot] edu or 319-3355606.

The University of Iowa is an Equal Opportunity/Affirmative Action Employer. Applications from women and minorities are strongly encouraged.

Costs-benefits of special education

By John Lloyd on Feb. 4, 2010.

Over on Squidalicious, a guest post by Lea Cuniberti-Duran about “Special Needs Children and Public Education” appears under the title “We Are Not Sparta: The Real, Justified Costs of Educating Kids With Special Needs.” Ms. Cuniberti-Duran recounts the argument that schools are hamstrung by the costs of providing special education services.

I have attended many school district budget meetings in which officials blurted to their audience, “We cannot pay for XYZ because of our financial responsibility toward children with special needs: to educate one special needs student can cost the district $100,000 a year.” I also hear about how the district has “an unfunded mandate to educate children with special needs, and how this results into an encroachment to the general fund.”

She then proceeds to provide a clear and powerful dismissal of the canard that special education’s costs harm others. Not only does she show how the costs argument leaks (at least with regard to the local education agencies in her geographic area of the US), but also she explains how beneficial special education has been to society as a whole over the past 35 years. Read it!

Kauffman’s ‘Curtains’ paper

By John Lloyd on Feb. 3, 2010.

Jim Kauffman drafted an editorial expressing his concern that special education has been so substantially undermined that it is near collapse. Here’s his lead (‘lede?’):

I think we’re approaching the end of special education. By analogy, we’re nearing the final scene of a stage play. Special education is, I think, very near its “curtains.” And we’re perilously close to being unable to rewrite the play while it’s in progress.

You may download a full copy of “Curtains for Special Education: An Open Letter to Educators.”

Cutting funds for special education

By John Lloyd on Jan. 13, 2010.

In an editorial about education funding, the Lahontan (NV, US) Valley News editors took issue with recommendations for cuts in education funding proposed by Governor James Gibbons.

Gov. Jim Gibbons created a big stir last week when he asked the Legislature to overhaul K-12 education spending when he calls a special session, probably in February.

Since the state’s revenue has been lower than what was projected, the governor said education must absorb more cuts.

Then, he proceeded to outline an eight-point process.

While some of the ideas — on the surface — appear to have some merit, others do not.

Apparently among the cuts are reductions in special education funding which, as the editors note, would be difficult to achieve because some of the funding comes not from the state, but the US government.

Read the original editoria, “Education proposals create major stir.”

Asst prof at UMass Amherst

By mlbosco on Dec. 22, 2009.

UNIVERSITY OF MASSACHUSETTS AMHERST

SCHOOL OF EDUCATION

Special Education

Assistant Professor, Tenure Track

The Department of Student Development and Pupil Personnel Services (SDPPS) in the School of Education at the University of Massachusetts Amherst is seeking candidates to join a dedicated and accomplished community of faculty, students, and staff as an Assistant Professor in Special Education. This is a full-time tenure track position beginning in September 2010.

The School is NCATE-accredited and offers a comprehensive program leading to Master’s and Doctoral degrees. We share a fundamental commitment to social justice and the pursuit of educational excellence. Located in the Pioneer Valley of Western Massachusetts, the University of Massachusetts Amherst is the flagship campus of the Commonwealth’s university system and a leading center of public higher education in the Northeast.

The SDPPS Department offers four concentrations; Special Education, School Counseling Education, School Psychology, and Social Justice Education. The Special Education faculty possesses strengths in literacy, assessment, instruction, behavior management, and leadership.

The Special Education Concentration seeks a dedicated faculty member to work closely with the Department of Communication Disorders in the area of neuro-developmental disabilities with a desired focus on autism and other related neurologic disabilities. The candidate will possess strong research skills, a programmatic line of inquiry that has the potential of generating grant funded research, and will be expected to collaboratively engage in ongoing scholarship with a dedicated, energetic faculty. The successful applicant will also participate in already established, funded programs of research. In addition, we are seeking candidates with excellent teaching skills who will contribute broadly to our efforts to prepare Doctoral students and PreK-12 practitioners who will become PreK-12 school leaders and university faculty. The successful applicant will help to expand the School of Education’s and Department’s capacity to be of greater service to students with special needs and their families.

Responsibilities: The new faculty member will engage in ongoing research and seek external funding, teach courses in special education and area of expertise, and provide service to improve the delivery of special education services to children with disabilities and their families that will have far-reaching effects both nationally and in the Commonwealth of Massachusetts. In addition, the successful applicant will advise and direct Master’s and Doctoral students specializing in special education and communication disorders.

Qualifications: Doctorate in Special Education or a closely related area; excellent potential or an already demonstrated ability to conduct externally funded scholarship, research and publication in the area of neuro-developmental disabilities with a particular focus on autism as well as other neurologic disabilities, (e.g., cerebral palsy, muscular dystrophy, multiple sclerosis), and a host of numerous other genetic, chromosomal and teratogenic syndromes associated with learning, communicative, and physical disabilities. This research would complement the ongoing research of the Special Education and Communication Disorders faculties. The candidate will also demonstrate evidence of high quality inquiry in special education; and the ability to become an outstanding teacher at the university level.

All interested candidates are encouraged to apply. Send a curriculum vitae, letter of application, three letters of reference, transcripts, and samples of written work to:

Search Committee Chair, Special Education
c/o Jean Fleming
jeanf [at] educ.umass.edu
School of Education
126 Furcolo Hall
University of Massachusetts
Amherst, MA 01003.

Review of candidates will begin January 19, 2010 and will continue until a qualified candidate is identified. Salary is commensurate with qualifications. Final appointment is contingent upon the availability of funds. * For more information regarding the School of Education and the SDPPS Department please visit our website at: http://www.umass.edu/education/ or you may reach us by telephone at 413-545-2231.

Women, minorities, and person with disabilities are encouraged to apply.

The University of Massachusetts Amherst is an Affirmative Action/Equal Opportunity Employer.

The School of Education is committed to developing a more diverse faculty, student body and curriculum.

CEC Asst Exec Director

By John Lloyd on Dec. 11, 2009.

The Council for Exceptional Children is seeking applications for the position of Assistant Executive Director for Professional Development Services. Here are some particulars about the position. See the link near the end of this post to download a copy of the announcement.

Position Title: Assistant Executive Director for Professional Development Services
Classification: Category 10 (Exempt) Starting Salary Range: $86,340 to $107,924.
Unit: Professional Development Services
Reports to: Executive Director
Selection Procedure: Evaluation of written application materials, relevant education, experience, and references. Personal/panel interview(s) of top-rated candidates.
Application Procedure: Each candidate must submit a current resume and cover letter to: Recruiter, Norma Marshall, preferably via Email to cecnm@att.net. (Voice: 336-547-8315).Mailed resumes should be sent to: Council for Exceptional Children, 1110
North Glebe Road, Suite 300, Arlington, VA 22201-5704 Persons requesting accommodation during the application process should also contact the Recruiter.
Application Deadline: Review of applications begins immediately and continues until the position is filled.

Visit the CEC Web site at http://www.cec.sped.org

Download a PDF of the announcement of the position.

Kent State positions

By John Lloyd on Dec. 4, 2009.

Special Education Tenure Track Positions – 2 Positions Available

The College and Graduate School of Education, Health and Human Services at Kent State University invites applications for two (2) tenure-track positions:
Position # 998478 – Assistant Professor
Position # 998130 – Open Rank Professor

Kent State University seeks candidates committed to the preparation of special education professionals at the graduate and undergraduate levels, who are interested in contributing to the diversity and excellence of the academic community through their research, teaching and outreach. More information on the Special Education program is available at http://ehhs.kent.edu/sped/

Position # 998478 – Assistant Professor of Mild-Moderate Disabilities
Individuals with expertise in learning disabilities, curriculum development in high incidence disabilities, and/or assessment methods are especially encouraged to apply.

Responsibilities: Major responsibilities include teaching and advising undergraduate, masters, and doctoral students in the discipline of special education, specifically in the area of mild/moderate disabilities. Position also includes participating in monitoring and refining programs to meet NCATE accreditation standards, conducting research, pursuing grant funding, and engaging in student recruitment and retention efforts. University citizenship entails participation and service in committees and promoting the strategic goals of the school, college and university. Successful candidates must be committed to working with diverse students, staff, and community members.

Qualifications: An earned doctorate in Special Education; evidence of the potential for sustained exemplary professional activity including publications, research, grant procurement and other scholarly pursuits; commitment to continuing professional development; and experience in teaching and leading in K-12 settings. Experience with students with disabilities in educational settings and a satisfactory record of college teaching are preferred.

Position # 998130—Open Rank Professor
Responsibilities: Continuing and extending an established research agenda and promoting new opportunities for students and the programs through external funding and leadership. Teaching and advising undergraduate, masters, and doctoral courses in the special education program area. Position requires commitment to program leadership that includes participating in monitoring and refining programs to meet NCATE accreditation standards and engaging in student recruitment and retention efforts. Successful candidates must be committed to working with diverse students, staff, and community members, and they will join our strong team of researchers and teacher educators.

Qualifications: An earned doctorate in Special Education; evidence of exemplary professional activity including publications, research, grant procurement and other scholarly pursuits; evidence of quality in teaching and leadership in the field of Special Education.

Application Deadline: Review of applicants will begin in November, 2009 and acceptance of applications will continue until the positions are filled. To apply, applicants must complete an online job application at https://jobs.kent.edu and submit a letter of application, curriculum vitae, and the names and phone numbers of three references who have been asked to send letters of recommendation to:

Drs. Melody Tankersley & Sanna Harjusola-Webb, Search Committee Co-Chairs
Special Education Program
School of Lifespan Development and Educational Sciences
College of Education, Health, and Human Services
405 White Hall, Kent State University
P.O. Box 5190, Kent, OH 44242-0001
Phone: 330-672-2294; Fax: 330-672-2512
Email: mtankers [at] kent [dot] edu or shwebb [at] kent [dot] edu

Kent State University is an EO/AA employer and has a strong institutional commitment to diversity. Women, minorities, persons with disabilities, and veterans are encouraged to apply. All documents submitted to Kent State University for employment opportunities are public record and subject to disclosure under the Ohio Public Records law.

Doctoral Opportunities at the University of Illinois

By Jim Halle on Nov. 25, 2009.

Thinking about A Doctoral Program?
Explore the Opportunities in Special Education
at the University of Illinois

Ongoing Grant/Funding Opportunities:

SCORE

The purpose of Project SCORE: Preparing Leaders in Secondary Curriculum, Outcomes, and REsearch is to prepare knowledgeable, dynamic leaders (doctoral and post-doctoral) in the field of special education with expertise in developing secondary curriculum for students with severe disabilities.  Individuals will actively participate in research, teaching, and service activities with faculty and community collaborators who are already engaged in issues related to secondary curriculum and severe disabilities. Students will gain competency in a number of areas including access to the general curriculum, evidence-based research practices, policy and advocacy, cultural and linguistic diversity, collaboration in inclusive settings, and service-learning. Monthly stipends and support for tuition, conference travel, and research are available. Please contact Professor Stacy Dymond at sdymond@illinois.edu for more information.

FOCAL

The purpose of Project FOCAL: Focusing on Causality and Assessment to Train Leaders in Children’s Communication Disabilities (Preparation of Leadership Personnel) is to prepare doctoral students in the areas of assessment and the etiology of communication disorders in children with disabilities. The project brings together faculty and scholars from the departments of Special Education and Speech and Hearing Science, with cooperation from the Division of Disability Resources and Educational Services, for the purpose of preparing knowledgeable, influential, and visionary leaders. Individuals will be trained to conduct research and teach through a collaborative, cross-disciplinary training model. Graduates of the program will be prepared to join Special Education or Speech and Hearing faculties at colleges and universities, where they will conduct research, teach, and provide service. Students will gain competency in a number of areas including research with children who have communication disabilities and cross-disciplinary collaboration. Monthly stipends and support for tuition, conference travel, and research are available. Please contact Professor Jim Halle at halle@illinois.edu for more information.

Please visit our Departmental website:

http://education.illinois.edu/sped/index.html

Deserving a careful test

By John Lloyd on Nov. 25, 2009.

On the US radio show All Things Considered 24 November 2009, I heard a remarkable story about an individual who, after many years in a comatose state, reportedly began to communicate.

Twenty-three years ago, a Belgian car-crash victim [Rom Houben] was diagnosed as being in a vegetative state. But doctors now say he appears to have been conscious the whole time. The man is now communicating using a special touchscreen. Neurologist Steven Laureys, who leads the Coma Science Group at the University of Liege in Belgium, says people in non-communicative states are misdiagnosed up to 40 percent of the time.

The means of communicating sounds vaguely familiar: Communication by typing while someone (a “faciliator?”) supports one’s arm? Today the story is in the local newspaper (click image at right). Fortunately, some coverage of the story reveals skepticism about the source of Mr. Houben’s communications. See Professor Arthur Caplan’s comments in the Associated Press article linked in the image here and his comments from MSNBC. See, also, coverage by Brandon Keim in Wired and Rob Quinn in Newser.

I wish Mr. Houben and his family well, but I hope Dr. Laureys will test whether Mr. Houben can answer questions correctly when the people supporting his hand during typing cannot see the touch screen.

U.Va. doctoral study opportunities

By John Lloyd on Nov. 23, 2009.

The faculty in special education at the Curry School of Education at the University of Virginia is soliciting applications for doctoral study. Click on the accompanying image to download a copy of the flyer describing the program.