The Children’s Learning Institute (CLI) at the University of Texas Health Science Center at Houston (UTHealth) is recruiting a tenure-line appointment in the Department of Pediatrics with expertise in academic skill development of English language learners (ELL) and Dual language learners (DLL) in early childhood, preschool, and/or any grade level. This is an open rank position. The ideal candidate’s research interests will address bilingualism in classroom and/or home settings and may range from learning and performance in specific instructional areas, such as reading or mathematics, or more general competencies essential for academic success such as oral language, attention and executive function.
Continue reading ‘Assistant/Associate/Full Professor – #130970′
The Children’s Learning Institute (CLI) at the University of Texas Health Science Center at Houston (UTHealth) is recruiting a tenure-line appointment in the Department of Pediatrics with expertise in education intervention research. This is an open rank position.
The successful candidate will be expected to maintain a productive and well-funded research program in one of the following content areas: language and literacy, math, science, or social and behavioral aspects of learning. This position is open to scientists with expertise in conducting rigorous intervention research with preschool or school-age populations.
Continue reading ‘Assistant/Associate/Full Professor – #130971′
Deborah Speece, Commissioner of the the National Center for Special Education Research (NCSER) of the Institute of Education Sciences (IES), will resign effective 1 July 2013 and become associate dean for research of the School of Education at Virginia Commonwealth University (VCU) in Richmond (VA, US). Speece told Spedpro that the decision was official as of Friday (5 April).
IES Commissioner John Q. Easton appointed Speece as commissioner of NCSER in August of 2011. During her tenure, she has overseen the research agenda for special education in the US, stabilizing what had been a drifting program and implementing valuable new initiatives despite serious fiscal challenges.
Speece’s move to VCU will strengthen both the overall research program in the school of education and the special education program itself. She not only—obviously—knows how research grants work, but she has a substantial reputation for conducting and reporting research as well as other aspects of the scholarly process (e.g., editing journal articles).
MarylandLearningLinks is a new resource that is provided by the Maryland State Department of Education and Johns Hopkins University School of Education’s Center for Technology in Education but is available to educational professionals everywhere. Here is a quick quote from the site:
Maryland Learning Links is the one place to visit for information, guidance and resources related to Special Education and Early Intervention in Maryland. Whether you are an administrator, teacher, provider or parent, you are sure to benefit from the site’s comprehensive and user-friendly blend of knowledge and real-world practice, all of it built on the belief that every child can learn and achieve both inside and outside the classroom.
There is a wide range of resources available at MarylandLearningLinks.org. Check on it!
Assistant Professor, Associate Professor, or Professor
(open rank, depending on candidate background and qualifications).
The Department of Teaching and Learning (TAL), University of Miami School of Education and Human Development, is conducting an open rank search for a new faculty member with a doctorate in Education with specialization in special education. The ideal candidate for this position will have demonstrated, through research and teaching, a firm base in special education models and principles, including an understanding of both classic and emerging views of the identification and instruction of students with high-incidence disabilities. The candidate will show evidence of successful teaching experience in public schools, and a strong research-to-practice orientation within the context of urban schools and with appropriate consideration of multiple dimensions of diversity including race, ethnicity, gender, social class, home language(s), and immigrant status. The candidate will evidence a strong track record in, or substantial promise of, scholarly research and publication related to high-incidence disabilities. This individual should be interested in interdisciplinary work and should have the potential to obtain extramural funding both to support his or her research program and to fund doctoral students preparing for careers in higher education. Our ideal candidate will also have experience in supervising pre-service teachers and in providing in-service professional development both to general and special education teachers.
Continue reading ‘Faculty Position: Open Rank University of Miami’
Almost 20 years ago, on a discussion list that was a precursor to SpedPro, a group of us led by Jim Kauffman developed a statement about preventing violence. It seems like a propitious time to revisit it. Here is the introduction to it.
We are in no danger of becoming a nation of wimps; we are in imminent danger of becoming a nation of thugs. We know the details of violence among children and youth in our society. We recite the litany of this violence with shame, sorrow, disgust, and terror. For decades we have failed to act on what we know about the causes of violence and aggression. We can not afford to delay effective action any longer.
The violence and aggression of the young have no single cause nor a single solution. Decades of research have revealed several contributing causes and partial solutions. If we take any of the following steps, we will become a less violent society. If we argue about which step should be first or complain that taking only one or two is insufficient, we will waste energy and delay progress. If we take all these steps together, we will reap the benefits of concerted, coherent action. None of these steps is easy or quick, nor is any a full remedy; all require intelligence and persistence.
Dear Colleagues,
We are extending the time window for accepting applications for a special education faculty position at Rutgers University Graduate School of Education until February 1, 2013.
We are performing an open rank tenure track search for a special education (high incidence-literacy) faculty member in the Department of Educational Psychology at Rutgers, The State University of New Jersey, beginning in September 2013. The official job ad can be downloaded from our GSE website at: http://gse.rutgers.edu/employment-opportunities
—————————————————————————————— Continue reading ‘SPED Position at Rutgers University-Time Extension for Accepting Applications’
The Children’s Learning Institute (CLI) at the University of Texas Health Science Center (UTHSC) at Houston is recruiting 3 tenure-line appointments in the Department of Pediatrics in the following areas: Academic Skill Development of English Language Learners and Dual Language Learners, Intervention Research in Education Sciences; and Pediatric Clinical or Cognitive Neurosciences.
Continue reading ‘Faculty Positions at the Children’s Learning Institute, University of Texas Health Science Center-Houston’
The University of Arizona announces funding for doctoral students who want to become professors in special education.
• Fellowships include:
o Full tuition
o An annual stipend of $30,000
o Funds for professional travel
• Our goal is to produce faculty skilled in evidence-based practice in their specialty area. Possible specializations include:
o Learning disabilities
o Bilingual/multicultural special education
o Deafness/hard of hearing
o Visual impairment and blindness
o Emotional and behavioral disorders
o Severe and multiple disabilities
o Positive behavioral support
• Doctoral students receive exceptional training through an apprenticeship model, engaging in the same activities that will be required when they become faculty
• A unique feature is a one-semester externship at another university with a leading scholar in the student’s specialization
• UA graduates are now faculty at universities and colleges across the country
•Learn more about the program and our application process at http://spedprof.arizona.edu
Context for decline in special education
Percentages of students 6-21 yrs
identified in categories of LD, ED, or ID
for US schools
Ever wonder why the number of students identified as having learning disabilities (LD), emotional or behavior disorders (ED), or intellectual disabilities (ID) in the US is declining? The numbers are not declining, you say? Hmmmm. Well, as the table here shows, they are, indeed, declining. I drew these data from the child counts mandated under the Individuals with Disabilities Education Act. I used the data for percentage of students ages 6 through 21 served under IDEA, Part B, as a percentage of population, by disability, and state. (I used 6-21, because those are reported consistently across the years; therefore these percentages are lower than one might expect for school-age students.) As indicated, one can check my work by referring to the data tables for US Office of Special Education Programs’ state-reported data. And, as the data show, it’s not just LD that’s decreasing.
Some of our colleagues will argue that the reason for the decline is improvement in preventative services, especially as represented by response to intervention or instruction methods that have been touted extensively in the time represented in the table here. Continue reading ‘Context for decline in special education’