Vanderbilt Math or Reading Disabilities Position 2017

Vanderbilt University’s Department of Special Education Seeks Applicants for a Position in Applied Behavior Analysis

The Department of Special Education at Peabody College of Vanderbilt University invites applications for a tenure line position in the area of Applied Behavior Analysis. Although the position is open rank, we strongly encourage applications at the assistant and associate levels. The duties of the position are to: (1) develop and/or maintain a nationally recognized program of research on behavior analytic interventions for individuals with or at risk for disabilities, (2) seek external funds to support this program of research, (3) teach courses as part of a BACB-approved sequence to students from a variety of program areas (e.g., low incidence disabilities, high incidence disabilities, early childhood), (4) contribute to the ongoing development of the ABA program, (5) collaborate with faculty across program areas, (6) advise students in the ABA program, (7) partner with local districts and agencies that serve individuals with or at risk for disabilities, and (8) engage in service to the university and field. Affiliation with the Vanderbilt Kennedy Center for Research on Human Development is possible (http://kc.vanderbilt.edu). 

The successful candidate will hold a doctorate in Special Education or a related field with national certification as a doctoral level behavior analyst (BCBA-D). Expertise and experience in applied behavior analysis, as well as preparing practitioners in behavior-analytic assessments and interventions are necessary.

Candidates should submit an application letter describing their qualifications and how their accomplishments address the expectations noted above. They should forward curriculum vitae, three samples of scholarly writing, and contact information for three people from whom letters of reference may be requested. Screening of applications will begin November 1, 2016, and continue until the position is filled. Questions regarding this position should be directed to Mary Louise Hemmeter, Search Chair (ml.hemmeter@vanderbilt.edu).  Employment will also require a background clearance check.

Application materials should be submitted to: ABA Search, Department of Special Education, PMB 228 Peabody College, Vanderbilt University, Nashville, TN 37203 (or electronically to ABAsearch@vanderbilt.edu).

Vanderbilt University has a student body of 12,000 undergraduate, graduate, and professional students. Twenty-three percent of our students are from racially/ethnically diverse backgrounds. In addition, there are over 1000 international students from 84 countries. Vanderbilt values individuals who can share different points of view; strives to create an atmosphere where faculty of diverse races and ethnicities receive support from other faculty; and aspires to become a leader among its peer institutions in making meaningful and lasting progress in responding to the needs and concerns of all underrepresented groups. Vanderbilt University is an Affirmative Action/Equal Opportunity Employer. People of color, women, and individuals with disabilities are encouraged to apply.

Vanderbilt ABA position 2017

Vanderbilt University’s Department of Special Education Seeks Applicants for a Position in Applied Behavior Analysis

The Department of Special Education at Peabody College of Vanderbilt University invites applications for a tenure line position in the area of Applied Behavior Analysis. Although the position is open rank, we strongly encourage applications at the assistant and associate levels. The duties of the position are to: (1) develop and/or maintain a nationally recognized program of research on behavior analytic interventions for individuals with or at risk for disabilities, (2) seek external funds to support this program of research, (3) teach courses as part of a BACB-approved sequence to students from a variety of program areas (e.g., low incidence disabilities, high incidence disabilities, early childhood), (4) contribute to the ongoing development of the ABA program, (5) collaborate with faculty across program areas, (6) advise students in the ABA program, (7) partner with local districts and agencies that serve individuals with or at risk for disabilities, and (8) engage in service to the university and field. Affiliation with the Vanderbilt Kennedy Center for Research on Human Development is possible (http://kc.vanderbilt.edu). 

The successful candidate will hold a doctorate in Special Education or a related field with national certification as a doctoral level behavior analyst (BCBA-D). Expertise and experience in applied behavior analysis, as well as preparing practitioners in behavior-analytic assessments and interventions are necessary.

Candidates should submit an application letter describing their qualifications and how their accomplishments address the expectations noted above. They should forward curriculum vitae, three samples of scholarly writing, and contact information for three people from whom letters of reference may be requested. Screening of applications will begin November 1, 2016, and continue until the position is filled. Questions regarding this position should be directed to Mary Louise Hemmeter, Search Chair (ml.hemmeter@vanderbilt.edu).  Employment will also require a background clearance check.

Application materials should be submitted to: ABA Search, Department of Special Education, PMB 228 Peabody College, Vanderbilt University, Nashville, TN 37203 (or electronically to ABAsearch@vanderbilt.edu).

Vanderbilt University has a student body of 12,000 undergraduate, graduate, and professional students. Twenty-three percent of our students are from racially/ethnically diverse backgrounds. In addition, there are over 1000 international students from 84 countries. Vanderbilt values individuals who can share different points of view; strives to create an atmosphere where faculty of diverse races and ethnicities receive support from other faculty; and aspires to become a leader among its peer institutions in making meaningful and lasting progress in responding to the needs and concerns of all underrepresented groups. Vanderbilt University is an Affirmative Action/Equal Opportunity Employer. People of color, women, and individuals with disabilities are encouraged to apply.

U.Va. faculty positions for 2017

The Curry School of Education, Department of Curriculum, Instruction, and Special Education at the University of Virginia is seeking applications for multiple tenure-track and tenured positions in the Department of Curriculum, Instruction and Special Education in the area of Special Education. Rank is dependent upon qualifications. Areas of interest include: assessment, applied behavior analysis, response to intervention, instructional strategies in academic domains or behavior management. Faculty member(s) collaborate with program and department faculty developing and implementing teacher preparation programs and designing and delivering doctoral preparation. Other duties include mentoring doctoral students’ research and dissertation activities; advising undergraduate and graduate students on courses of study; and supervising graduate students’ practica and related learning activities. Incumbents are expected to design and conduct rigorous research, working with interdisciplinary faculty across the school and the University, and to be successful in seeking extramural research funding. Finally, faculty partner with local, state, national, and international organizations to formulate and secure appropriate policies and services for individuals with disabilities and their families, as well as service providers.

A Ph.D. in special education or a related field is required by the start-date of the appointment. Knowledge of experimental research methods (group contrast or single-subject or both) is essential, as is the ability to work collaboratively with colleagues. Experience working with children with autism or high-incidence disabilities including learning disabilities, emotional and behavioral disorders, or mild to moderate intellectual disabilities is preferred. Experience working with schools and school districts developing and implementing academic or behavioral programs is also preferred. At least three years of classroom experience teaching special education at the K-12 level is preferred, as is an outstanding teaching record at the post-secondary level. Preference will be given to candidates who have expertise in working at the primary and elementary (K-8) levels and who are eligible for licensure as a teacher in Virginia or another state.

For a tenure-track appointment, potential to obtain extramural funding for experimental or other causal-inference research in the areas of interest outlined above, including an already establish publication record is required.

For appointment as Associate or Full Professor without term the applicant must have an established national reputation, a documented line of research related to the areas of interest outlined above and a track record of existing and sustained extramural funding.

To apply visit http://jobs.virginia.edu and search on Posting Number 0619519. Complete a Candidate Profile online, attach a cover letter, curriculum vitae, statement of teaching philosophy, statement of research interests and contact information for three references.

Applicant review begins on October 17, 2016, and the search remains open to applicants until filled.
For information about the positions, please contact Bill Therrien, Professor and search chair at wjt2c@virginia.edu

For information about the application process, please contact Adam Pearson at jap8cc@virginia.edu.
The Curry School of Education and the University of Virginia are Equal Opportunity/Affirmative Action employers. We seek to build a culturally diverse intellectual environment and welcome applications from women, minorities, veterans, and persons with disabilities.

Investigation: Texas systematically denied students sped services

Brian M. Rosenthal of the Houston Chronicle published a report entitled “Denied: How Texas keeps tens of thousands of children out of special education” that documents systematic denial of special education services to approximately 250,000 students in Texas. Over the course of more than 10 years, Mr. Rosenthal reported, the Texas Education Agency routinely scored local school agencies (“LEAs”) on their compliance with state guidelines, one of which addressed the percentage of students identified for special education.

LEAs could earn a perfect score on that part of their report card only if they identified 8.5% or fewer of their students as needing special education. In 2015 the state was identifying 8.5%, a substantial drop from the nearly 12% it was identifying in 2004.

In detailed analyses, Mr. Rosenthal and his colleagues presented compelling graphics showing these changes. He also provided documents as well as the usual journalist cases to illustrate the strains on individuals and families.

Some Texas educators argued that the decreases are a consequence of improved instructional practices (e.g., adoption of response to instruction), but that position does not hold water. Were it true, the effects would be largely specific to learning disabilities, but Mr. Rosenthal noted, the decline is evident in multiple categories of special education in Texas. In addition, as an expert on response to instruction, Douglas Fuchs of Vanderbilt University, told Mr. Rosenthal, were those reforms to be working, then reading achievement would have risen in Texas; it has not.