This is an unusual opportunity to provide leadership in one of the leading organizations focused on special education in the world. It comes at a time when professional development services are changing rapidly and CEC can play an important role in contributing to postive progress for special educators and the children, youth, and families they serve.

Learn more about the position of Assistant Executive Director for Professional Development Services at CEC by downloading a PDF announcing the position vacancy. Learn more about CEC and it's professional development activities by visiting Professionl Development section of CEC's Web site.

Applications are now being accepted for the Fall 2011 semester. The program does not lead to teacher certification.

More information can be found at Arizona's Online Master’s Degree in Special Education

For those readers who are wondering about a career in special education, there is no need to fret about whether there will be positions available. You'll need training and a license. But, according to the BLS data, special education teachers in the field in 2008 were making on average $40,000 and $66,000 per year (median). The lowest paid were earning around $34,000 and the highest around $80,000. (Although the BLS data do not state it explicitly, these appear to be nine-month pay rates.)

For those readers who prepare special education teachers, the need is obvious. As noted by McLeskey, Tyler, and Flippin (2004), not only are these shortages chronic and severe, but they are accompanied by especially concerning undercurrents. Among these additional problems are the following: Given the overlap between cultural and linguistic diversity and special education, there is a heightened need for professional preparation that alerts special educators to concerns of students of color and their parents as well as a need to recruit and retain teachers of color in special education. Regardless of the personal-social characteristics of teachers, it is critical that education discover how to retain successful teachers, including those in special education. And, of course, the overarching question is what works to attract competent individuals into special education teaching positions?

Here are some links for those interested in persuing additional information about staffing demands, teaching, and teaching conditions in special education.

Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2010-11 Edition, Teachers—Special Education, on the Internet at http://www.bls.gov/oco/ocos070.htm (visited January 06, 2011).

McLeskey, J., Tyler, N. C., & Flippin, S. (2004). The supply of and demand for special education teachers: A review of research regarding the chronic shortage of special education teachers. Journal of Special Education, 38, 5-21.

I've almost made peace with the fact that we aren't hauling our kids down to my parents in Florida for Thanksgiving.

Actually, it's my sister Cecily I feel bad about. She's the one I don't keep in touch with enough. She's 39, and — deep breath — "developmentally disabled and legally blind." Those jargon-y words give only the barest outline of her experience of navigating the world. And my family's experience, too.

Of course, there are no good terms: special needs, intellectually disabled, mentally retarded, brain damaged. The labels range from euphemistic to offensive. The best seem clinical and unemotional, as if not to burden anyone with the real difficulties behind the phrases.

But Cecily manages very well. She lives semi-independently in a community for people with developmental disabilities. She holds a full-time job caring for severely disabled people. Once a week she does what she loves best, helping in a kindergarten. She cooks and shops and watches movies on a DVD player with her nose practically touching the screen.

Ms. Beal's commentary reveals a lot about how people contemplate disability. It merits a read, in my view. Indeed, some 'Pros probably would find it useful as a discussion starter in a class, especially when students read the ending of Ms. Beal's piece.

Link for the print version (or download an audio version (mp3)).

Students are under no obligation to respond to offers of financial support prior to April 15; earlier deadlines for acceptance of such offers violate the intent of this Resolution. In those instances in which a student accepts an offer before April 15, and subsequently desires to withdraw that acceptance, the student may submit in writing a resignation of the appointment at any time through April 15. However, an acceptance given or left in force after April 15 commits the student not to accept another offer without first obtaining a written release from the institution to which a commitment has been made. Similarly, an offer by an institution after April 15 is conditional on presentation by the student of the written release from any previously accepted offer

For more, including a complete copy of the statement and a list of the signatories, see "Resolution Regarding Graduate Scholars, Fellows, Trainees, and Assistants."

"We operate 24 hours a day for 365 days of the year," Shirley O'Brien, the Senior Director at Camp Baker Services, reports. "The individuals who attend our programs range from 6-80 years of age and from mild intellectual delays to severe intellectual and physical delays. We are a fully barrier-free, modern facility on 22 acres."

Most of the currently available jobs—counselors, lead counselors, head counselors, and activity leaders as well as program director and staff manager—are for the residential summer camp that, according to Dr. O'Brien, is attended by 320 individuals with disabilities. "Our summer programming includes wellness, swimming, sport and games, archery, arts and crafts, music and drama, horticulture, nature, camping, and cooking. Additionally, we have internship positions open for the Summer of 2010 that includes free room and board."

Visit Camp Baker Services at the Richmond (VA, US) ARC.

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.