SpedPro

Sad story that echoes fears of malfeasance

John Lloyd — Mon, 07 May 2012 15:10:03 +0000

In “Ex-principal: ‘Never really told the truth’ to special ed parents—
Ex-principal: I lied to parents of special-needs kids,” Shannon Mullen of the Ashbury Park (NJ, US) Press recounts a story about Sheldon Boxer, a former school administrator who says that, as a means to save funds, he misrepresented the needs of students with disabilities and the capacity of schools to serve them. Mr. Boxer accuses an attorney working with the local education agency of leading the effort without every actually issuing an edict that the purpose was to hold down costs.

Ms. Mullen captures some he-said, he-said in her story as well as some human interest (a case of a child with substantial special education needs whose parents contend say he was not provided appropriate services). You can read Ms. Mullen’s report of this sad special education story in its original form (or snag this single-page version).

Position Announcement: Assistant Professor with Specialization in Autism

rrobey — Tue, 27 Mar 2012 21:00:01 +0000

The Curry School of Education, Department of Human Services at the University of Virginia, invites applications for an Assistant Professor with the specialization in autism and related autism spectrum disorders, beginning August 25, 2012. This appointment is a twelve (12) month joint appointment in the Communication Disorders Program, Department of Human Services and the Special Education Program, Department of Curriculum Instruction and Special Education. This position is for a 3-year non-tenure track appointment with the opportunity for renewal upon satisfactory performance during the incumbent’s third year review process.

Candidates must hold a clinical or research doctorate; ASHA certification, and be eligible for Virginia license in Speech-Language Pathology. ABD candidates will be considered, however, degree confirmation is needed prior to the hire date of this appointment.

The successful candidate will integrate and lead educational and clinical enterprises within the Curry School of Education centering on autism and related autism spectrum disorders. Responsibilities include teaching a language-disorders course and a course on integrated multidisciplinary interventions in school-based settings. Responsibilities also include (a) supervising services provided to clients in the Sheilah C. Johnson Center for Human Services and (b) developing outreach collaborations with service providers and schools in the community to formulate comprehensive plans of care across a broad spectrum of clinical pictures: early intervention to college-student support at all levels of severity. The general faculty member will participate in and facilitate interdisciplinary research programs with latitude to develop research programs as background and career goals allow.

To apply, candidates must complete a candidate profile under job posting number 0609554 at http://jobs.virginia.edu. Candidates are required to attach a cover letter stating their interest in the position and qualifications, current curriculum vitae, a statement of teaching philosophy, and the contact information for three professional references. Please have your professional references e-mail their recommendation letters to Vickie Thomas at vat3w@virginia.edu. Screening of applications will begin April 16, 2012; however, the position will remain open until filled. Questions regarding the position can be addressed to Randall R. Robey (rrr7w@virginia.edu).

The Curry School of Education and the University of Virginia welcome applications from women, minorities, veterans and persons with disabilities, we seek to build a culturally diverse intellectual environment, and are committed to a policy of equal employment opportunity and to the principles of affirmative action in accordance with state and federal laws.

CCBD Webinar pending

John Lloyd — Tue, 06 Mar 2012 11:44:33 +0000

Over on EBD Blog there’s a new post about a CCBD-CEC Webinar on seclusion and restraint. It expires late 7 March 2012, so jump to it soon.

10th Sprout Film Festival

John Lloyd — Sun, 26 Feb 2012 17:56:53 +0000

The tenth annual Sprout Film Festival will be showcasing 53 films related to the field of intellectual and developmental disabilities from 13 countries. The festival will take place Friday 27 April – Sunday 29 April 2012 in NYC at The Metropolitan Museum of Art. Please visit the Sprout Web Site for the schedule of films and trailers. (For folks in the SpedPro neighborhood, remember that there’s a central Virginia Sprout Festival on 9 March 2012 hosted by PREP, the Parent Resource Center, Very Special Arts, International Organization on Arts and Disability.)

Free Streams: New films are continually added to the national Sprout site. Check out these latest films that can be streamed for free:

Cared Witless an 11-minute narrative from the UK
Distinctively a 4-minute documentary from the US, and
Beyond Borders a 20-minute documentary from Belgium

Lastly, please take a look at the schedule for the Sprout Touring Film Festival.

ADHD position at U.Va.

John Lloyd — Sat, 25 Feb 2012 16:23:55 +0000

U.Va.’s Curry School is seeking an individual who is interested in a capability-focused approach to attention-deficit, hyperactivity disorders to conduct research and teach in its clinical and school psychology programs. The position is advertised as available at the assistant, associate, or full professor level and also features emphases on positive youth development and technology. Due to a generous gift, during the at least the first two years, the successful candidate will be able to devote 75% of her or his time to research and have a substantial lab fund to support that effort. This looks like a really good opportunity for a faculty member with a strengths-based research agenda in ADHD.

Open Rank Position in Special Education: Geo. Mason U.

Rick Brigham — Sat, 25 Feb 2012 15:26:46 +0000

Assistant/Associate Full Professor Special Education (tenure-line, rank open)

The George Mason University, Division of Special Education and disAbility Research in the College of Education and Human Development is seeking a tenure-line faculty member whose responsibilities will include collaborating with a group of nationally prominent scholars in special education and human disabilities; teaching and advising at the master’s and doctoral levels; and conducting and disseminating research, and securing external funding.

Candidate experience should fit with one or more of our current programs, which are in the areas of mild disabilities, severe and intellectual disabilities, autism and ABA, vision impairments, assistive technology, and special education leadership. An earned doctorate in special education or a related field, and two years of experience working with children and youth with disabilities required. Preferred qualifications include an established funded research portfolio or a promising (fundable) research agenda, and experience in university teaching including distance education implementation. The division values diversity as a factor in academic excellence. Positive consideration will be given to candidates’ experiences and research agendas that enhance understanding of issues related to race, ethnicity, gender and disabilities.

Mason faculty are empowered by an entrepreneurial culture that values and rewards consequential research and professional impact. College structures facilitate innovation and flexibility within a strong collaborative framework.

Special Instructions to Applicants
For full consideration, applicants must apply for position number F6329z at http://jobs.gmu.edu/; complete and submit the online faculty application; and upload a cover letter, CV, and list of three professional references with contact information.

pipa sopa

John Lloyd — Wed, 18 Jan 2012 05:01:56 +0000

search sopa & pipa at free speechmouseover
(I care about my copyrights, but some things are more important.)

US report on testing accommodations

John Lloyd — Wed, 11 Jan 2012 20:00:43 +0000

In November the US Government Accounting Office (GAO) released a report entitled “Improved Federal Enforcement Needed to Better Protect Students’ Rights to Testing Accommodations” of a study it performed at the behest of representatives to the US Congress. Based on interviews with individuals with disabilities, educators, advocates, commercial testing companies, and others, the report provides brief insight into testing accommodations at the secondary and post-secondary level and recommendations for government action based on its findings. Interested readers may download a one-page summary of the report from the GAO office.

Special Education Teacher – Qatar – Awsaj Inititute

wilnab — Wed, 11 Jan 2012 09:49:46 +0000

2. Job Purpose:

To provide professional-level educational service and support to students of the Awsaj Academy.

3. Job Dimensions:

Annual Operating Budget/Project Budget/Sales Revenue:		NA
Number of Staff Supervised: 1	Direct Reports & Total:	NA

4. Key Result Areas:

Key RESULT AREAS

Demonstrating knowledge of pedagogy and instruction;

Using research as a basis to design individual plans for students and collaborating with teachers, students, specialists, parents, and administrators to implement plans with fidelity;

Supporting teachers and assistants in the implementation of evidence based practices to improve the academic achievement and social competence of all students;

Using formative and summative assessment data to define student learning and determine the need for additional support;

Motivating and engaging students in meaningful learning and growth;

Implementing positive behavior interventions and support for students experiencing behavioral challenges;

Building and maintaining positive relationships with students;

Providing a safe and positive learning environment;

Demonstrating effective interpersonal relationships;

Supporting the Awsaj policies and regulations;

Maintaining complete and accurate student academic, curricular and disciplinary records;

Demonstrating a commitment to continuous learning;

Participating in school activities beyond the classroom;

Performing administrative duties such as: school committees, homeroom, assisting in hall and cafeteria monitoring, and after school duty;

Setting an example of intellectual curiosity, critical thinking, self-motivation and self-discipline for students;

Modelling competence, honesty, personal responsibility and respect for others in every aspect of the job;

and other duties as assigned by the Head of Teaching and Learning

5. Operating Environment, Framework & Boundaries:

Gr 1- 12 School and The Teaching and Learning Center, Regular staff school day is 6:45 – 3:00, but a flexible schedule for the Center will be required.

6. Communications and Working Relationships:

Administration, division coordinators, committees, Student Support Team, division colleagues, teaching assistant as applicable

7. Problem Solving & Complexity:

In addition to QF Wide Competencies, Role Specific Competencies Include:

Creating a Learning Environment –

establishes departmental standards for style and content of delivery
establishes departmental standards for creating and managing learning environments
influences others to create a positive learning environment
promotes understanding of the learning environment to all stakeholders

Knowledge and Application of Subject Content and Pedagogy-

possesses expertise in international best practice related to pedagogy and teaching methodology
ensures that school meets QF standards for quality of content and delivery
ensures appropriate access to high quality learning and development opportunities for teaching content and pedagogy
develops and implements ways to study and learn consistent with self development and continuous learning models of education

Monitoring Progress

outlines appropriate evaluation standards based on curricular guidelines
monitors the regular assessment of student progress by qualified staff
evaluates junior staff on performance on a constant basis in order to coach and mentor
reviews and researches new assessment methodologies appropriate to the specific environment and discipline

8. Decision Making Authority & Responsibility:

This job works within broad procedures and practices that have clear precedents with operational guidance being readily available if needed. It is subject to managerial control and review of results upon completion.

9. Knowledge, Skills & Experience:

Certified in Special Education Multi-Categorical or Learning Disabilities

Two years or more of experience

Current and continuing content area certification as applicable

ESL experience is preferred

Native or near native fluency in language of instruction

Competency with integrating technology into instruction

Psychologist – Qatar – Awsaj Institute

wilnab — Wed, 11 Jan 2012 09:45:42 +0000

2. Job Purpose:

To assist with the psychological evaluations of the candidates for admission to the school and for re-evaluations as needed for attending students. To use the data collected to develop the Alternative Education Plan.

To assess and evaluate students for intervention.

Helping in developing and following behaviour plans to specific students.

3. Job Dimensions:

Annual Operating Budget/Project Budget/Sales Revenue:
Number of Staff Supervised: 0	Direct Reports & Total:

4. Key Result Areas:

Key RESULT AREAS

Evaluates students who have been referred to TLC or to TLCS
Develops a psychological educational evaluation report with appropriate recommendations for staff, parents and student ( when needed )
Works with family and teaching staff to design appropriate education plan for admitted students
Plans and implements appropriate testing procedures for providing appropriate interventions.
Provides appropriate instructional/therapeutic methods for developing the students learning styles building on strengths and developing areas of weakness
Conducts in-service education sessions for teachers and support staff and provides consultation as needed
Confers with the Head of Clinical on referral, screening, evaluations and any unusual circumstances arising from referrals or active student cases.
Participates as a team member with other specialists when requested or needed
Confers with other schools, providing information on the service of the TLC programs.
Actively contributes to the development of programs for children with special needs in Qatar(i.e. consultation, presentations)
Assists in End of Year data collection regarding annual school-wide assessments
Assists with developing and/or implementing behavior intervention programs
Performs other related duties, as required.
Has an experience in response to intervention model.
Assists in the implementation of school-wide behaviour programs.

5. Operating Environment, Framework & Boundaries:

Academic school calendar, daily Schedule 6:45 – 3:15, opportunities to attend conferences outside of Qatar

6. Communications and Working Relationships:

Head of Teaching and Learning
Director, Principal, and Counselors
Parent, teacher, staff, community and school consultation
Student and parent counselling
Parent and teacher workshops
Developing and implementing behavior interventions and performing psychological evaluations

7. Problem Solving & Complexity:

Evaluates, compares and relates information across educational settings
- Identifies broader implications of proposed solutions across the organisation
- Employs own experience and evidence (research-based) from theory, other industries and technologies to identify problems and understand situations
- Reviews existing policy to enable effective problem solving and judgment by the team

8. Decision Making Authority & Responsibility:

9. Knowledge, Skills & Experience:

English language proficiency .

Current and continuing certification as a School/Educational Psychologist

Technology proficiency in order to complete the necessary tasks involved (i.e. scoring programs, Word and Excel)

Knowledge of the physical, social, emotional, and intellectual needs of children and basic understanding of the fundamental methods, techniques, and procedures involved in a school environment