Is ‘$Billion-dollar-boondoggle’ alternative fact?

In Alternative Facts Are Alive in Education As Well: A Response to Johns, Kauffman, and Martin, a group of psychologists, special educators, school administrators, and others interested in educational policy respond to the monograph by Johns, Kauffman, and Martin (2016) published on SpedPro. The signatories to the response, who are listed in the appended table, raise and respond to a series of three questions. Here are those questions, drawn from the document:

  1. Is their [Johns et al.] distain for RTI an implicit endorsement of the use of ability achievement discrepancy models or its more complicated and even less reliable counterpart, patterns of cognitive strengths and weaknesses, as their preferred method of SLD identification?
  2. Do the authors believe that general education is committed to, and successfully implementing research- based intervention(s), that promote early intervention, prevent disabilities, and reduce the need for special education for some students?
  3. Do the authors believe that as currently implemented, that beyond procedural compliance, special education provides the powerful intervention(s) that students with disabilities need to be successful in school and the workplace?

View a copy of Alternative Facts Are Alive in Education As Well: A Response to Johns, Kauffman, and Martin in your browser; to download a copy, control- or right-click on the link and follow the directions in the dialog box that appears.

Mark R. Shinn, Ph.D. Jack M. Fletcher, Ph.D. Jim Ysseldyke, Ph.D.
Robert Pasternack, Ph.D. Stevan Kukic, Ph.D. W. Alan Coulter, Ph.D.
Chris McHugh Susan M. Koceski, Ph.D. Ed P. O’Connor, Ph.D.
Chris Birr, Ed.S. Rebecca C. Davis, M.Ed. Erica Lembke, Ph.D.
Ed Steinberg, Ph.D. John L. Hosp, Ph.D. Kim Gibbons, Ph.D.
Daniel J. Reschly, Ph.D. Corey D. Pierce, Ph.D. David Tilly. Ph.D.
Jeremy W. Ford, Ph.D. Randy Allison Beth Harn
Judy Elliott, Ph.D. George M. Batsche, Ed.D. Leanne S. Hawken, Ph.D.
Joseph F. Kovaleski, D.Ed. James A. Tucker, Ph.D. Lisa H. Stewart, Ph.D.

Is RTI a billion-$$ boondoggle?

The Concept Of RTI: Billion-Dollar Boondoggle
by Beverley Holden Johns, James M. Kauffman, and Edwin W. Martin.

The writers argue that RTI and iterations known as tiered frameworks for education (e.g., one known as a multi-tiered system of supports, MTSS) are being widely implemented without necessary research confirming their superiority to the framework created in 1975 and known generally as IDEA. Widespread implementation of RTI and similar frameworks without reliable research evidence of their superiority to IDEA could, like many other efforts to improve education without reliable empirical evidence, be a very expensive mistake.

View a copy of The Concept Of RTI: Billion-Dollar Boondoggle in your browser (or, to download and save a copy on your own computer [189 KB], right- or control-click on the link and follow the directions in the dialog box that appears).

Asst Prof in Teacher Evaluation and Special Education at University of New Mexico–search cancelled

This search was cancelled due to budget cuts as of 6 October 2016.

The Department of Special Education in the College of Education at the University of New Mexico is soliciting applications for an assistant professorship that will begin in August of 2017. The position will focus on teacher evaluation and accountability, including preparation of educators to work with students with high-incidence disabilities. Read on or download the complete accompanying PDF for a complete version of the announcement.
Continue reading Asst Prof in Teacher Evaluation and Special Education at University of New Mexico–search cancelled

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.

KU doctoral study opportunity

Kansas University (KU) announced support for doctoral students beginning in the academic year 2016-17. The faculty at KU is seeking students interested in studying about intensive interventions for students with learning disabilities, emotional and behavioral disorders, and autism spectrum disorder; tiered systems of prevention and intervention; evidence-based practices for students with or at risk for those disabilities; and school-based inquiry. KU has a stellar recommendation for its contributions over the years and its faculty.

Learn more by downloading the accompanying PDF.

SUNY New Paltz position for a generalist in special education

Assistant Professor of Special Education
Posting Date: October 21, 2015

Duties: The Department of Educational Studies at the State University of New York at New Paltz invites applications for a faculty position in Special Education to begin Fall 2016. This is a full-time, tenure track position for a generalist in Special Education, preferably with expertise in assessment methods and instructional methods in the areas of math, science and/or technology.

In addition to teaching undergraduate and graduate courses in special education, the successful applicant will be expected to:

  • Participate in program development, review, and revision;
  • Engage in research and other scholarly activities;
  • Supervise field experiences;
  • Pursue external grants; and
  • Provide service to the school, university, and community, including advising students.

Continue reading SUNY New Paltz position for a generalist in special education

SUNY New Paltz position with emphasis on ASD

Assistant Professor of Special Education
Posting Date: October 21, 2015

Duties: The Department of Educational Studies at the State University of New York at New Paltz invites applications for a faculty position in Special Education to begin Fall 2016. This is full-time tenure track position in Special Education that requires specialization in the area of Autism Spectrum Disorder (ASD).
The successful candidate will be expected to teach courses in Special Education practices (e.g., inclusive education, methodology, behavior management), supervise field experiences, and engage in research and other scholarly activities. In addition, the successful candidates will be expected to advise students and provide service to the school, university and community, which would include contributing to the development of college-wide interdisciplinary undergraduate and graduate program development activities in the area of ASD.

Continue reading SUNY New Paltz position with emphasis on ASD

SUNY New Paltz position with emphasis on adolescence

Assistant Professor of Special Education
Posting Date: October 21, 2015

Duties: The Department of Educational Studies at the State University of New York at New Paltz invites applications for a faculty position in Special Education to begin Fall 2016. This is a full-time tenure track position requiring specialization in the area of adolescent special education, preferably with expertise in behavior management and instructional methods.

In addition to teaching undergraduate and graduate courses in adolescent special education, the successful applicant will be expected to:

  • Participate in program development, review, and revision;
  • Engage in research and other scholarly activities;
  • Supervise field experiences;
  • Pursue external grants; and
  • Provide service to the school, university, and community, including advising students.

Continue reading SUNY New Paltz position with emphasis on adolescence

Named professorship at West Virginia University

West Virginia University (WVU) announced a search beginning August 2016 for a position at the associate or full professor rank in special education that includes appointment as the Derrick Professor of Special Education. As the accompanying PDF shows in detail, the position has many benefits. WVU is seeking a well-qulified individual to assume the responsibilities. Review of applications begins 4 January 2016; the position is open until it is filled. Interested individuals should contact Barbara Ludlow (Barbara.Ludlow@mail.wvu.edu).

IDEA Celebration

IDEA 40th Anniversary Banner

ED Celebrates IDEA 40th—Live!

Dear Colleagues,

On behalf of the U.S. Department of Education and its Office of Special Education and Rehabilitative Services (OSERS), we are pleased to invite you to view two special events celebrating the 40th anniversary of the passage of the Individuals with Disabilities Education Act (IDEA).

When IDEA was enacted in 1975, America pledged to provide and ensure that children with disabilities have opportunities to develop their talents and contribute to their communities. That pledge endures today and IDEA continues to provide not only access to the school house, to assessment and to the general curriculum, but the full promise of inclusion, equity and opportunity.


The White House
November 17, 2015
9:30–11:00 a.m., EST

Please share in this exciting White House event where Secretary of Education Arne Duncan, Delegated Deputy Secretary John King, OSERS Assistant Secretary Michael Yudin, and OSERS’ Office of Special Education Programs Director Melody Musgrove join the stage with youth impacted by IDEA, experts who will speak about the history and progress of IDEA, and families and teachers from the field who will provide their unique perspectives and celebrate this landmark legislation.

Please watch the White House event broadcast live:
https://www.whitehouse.gov/live


U.S. Department of Education
November 17, 2015
3:00–4:30 p.m., EST

The IDEA 40th Anniversary celebrations continue in the afternoon at the Department•s Barnard Auditorium with an IDEA Symposium where a panel of distinguished researchers share the state of evidence in special education and look towards the future for promoting even greater educational achievement by students with disabilities. Tune in live to the IDEA Symposium to view an inspiring slate of panelists including: Sharon Vaughn, Lynn Fuchs, Rob Horner, Lise Fox, Michael Wehmeyer, Lisa Dieker and David Test.

Please watch the IDEA Symposium broadcast live via EDstream:
http://edstream.ed.gov/webcast/Play/5948bd4d0065424d8a04c2cdd61745d31d

These two events will celebrate our past successes, but primarily focus on the future to ensure that infants, toddlers and youths with disabilities will continue to receive a free and appropriate public education that prepares them for their future. We encourage you to participate in the celebration by hosting opportunities for groups to watch the presentations and have discussions. Consider, holding your own local panel of youth, parents, teachers and other IDEA stakeholders; hosting a watch party in concert with a university class; or encouraging your school faculty to watch and engage in conversations about the history, impact and future of this legislation.

Submit Your Story

As part of our celebration of 40 years of the IDEA, we also want to hear from individuals with disabilities—especially children and youth with disabilities—parents, teachers, researchers and all other IDEA stakeholders about the personal impact this law has had on them.

  • How has IDEA made a difference to you?
  • What does inclusion, equity, and opportunity now look like for you?

Submit your art, photographs and stories by November 10, 2015 to our IDEA 40th Anniversary Web site [www.osep-meeting.org/ideaanniversary] for possible use for upcoming events in Washington, D.C., celebrating the 40th Anniversary of IDEA.

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Hopkins Clinical Position for ECSE

Johns Hopkins University School of Education invites applications for a clinical Assistant Professor position with expertise in Early Childhood Special Education. Responsibilities include teaching graduate courses, advising master’s and doctoral students, engaging in scholarly activity, participating in school and university committees, developing and coordinating partnerships with area school systems, and seeking external funding for creative initiatives.

To see the full description of the position, please download the accompanying announcement.

Applications will be accepted immediately. Review of applications will begin 1 February 2016 and continue until the position is filled. Applicants should submit a letter of application and a current curriculum vita to the Special Education Search Committee c/o Connie Kinsley at ckinsley@jhu.edu. The position will remain open until a selection is made.

Tenure Track Positions, Department of Communication Disorders, Special Education, and Disability Services

The Special Education Program in the Department of Communication Disorders, Special Education, and Disability Services in the College of Education and Educational Technology at Indiana University of Pennsylvania (IUP) invites applications for two full-time, tenure-track positions, beginning August 2016.

To view the full description and apply for this position, please visit www.iup.edu/employment. In brief, one position calls for someone with expertise or experience in one or more of the areas of math, language arts, and English language learners; and middle or secondary schools. The other position calls for someone with expertise in autism spectrum disorder across K-12 and severity levels. Please see the actual job descriptions, as these simple notes are only simple characterizations of the IUP’s interests.

All offers of employment are subject to and contingent upon confirmation of work eligibility and satisfactory completion of all pre-employment background checks.

IUP is an equal opportunity employer M/F/H/V and is a proud member of the State System of Higher Education.

U.C. Davis assistant or associate professor position

Assistant or Associate Professor in Early Childhood Education, UC Davis School of Education, Starting July, 1, 2016.

The School of Education (SOE) at the University of California, Davis, seeks an innovative scholar with expertise in Early Childhood Education (preschool to third grade). The SOE is especially interested in scholars with expertise in quantitative experimental research related to advancing education for children who are considered at risk for poor elementary and secondary school outcomes. Scholars interested in working with diverse populations of students, including young English language learners (ELL) and young children with developmental delays or disabilities, are encouraged to apply. The position will be a full-time, nine-month academic year tenure-track appointment. The SOE maintains strong collaborative relations with local school districts; the M.I.N.D. Institute for research on childhood neurodevelopmental disorders and intervention; the UC Davis Poverty Center; and the departments of Human Development, Linguistics, and Psychology, as well as the Developmental Research Group of the UC Davis Center for Mind and Brain. Successful applicants will demonstrate substantial evidence of a productive program of research, impact on his or her field of study (if junior, potential for such impact), and commitment to excellence in teaching and mentoring of students.

Continue reading U.C. Davis assistant or associate professor position

Keene State ECSE position for 2016

Keene St. Banner

Teacher Education-Early Childhood and Special Education
Tenure-Track Faculty Position
To begin fall 2016

Keene State College invites applications for a tenure-track academic year faculty position, with a focus on Early Childhood Education (birth to age 8) and Special Education, to collaborate with a dynamic team of teacher-scholars in the preparation of socially responsible early childhood and special education teachers. Position focuses on working with colleagues to support pre-service teachers to demonstrate developmentally appropriate teaching, promote inclusionary and anti-bias approaches to learning, and meet national standards as defined by NAEYC and CEC. A twelve-credit teaching load per semester is expected, and will include teaching and supervision in the undergraduate Early Childhood program and in the graduate Special Education program. An earned doctorate is required for the rank of Assistant Professor. A candidate who has not yet received the degree will be hired at the instructor rank.

Download a PDF of the full announcement or view a complete expanded position description, responsibilities, qualifications and application via the link at http://www.keene.edu/hr/vacancies.cfm.

Keene State College is an Affirmative Action/Equal Opportunity Employer and is engaged in an effort to build a community that reflects the diversity of society. The College prohibits discrimination on the basis of race, color, religion, sex, age, national origin, sexual orientation, gender identity or expression, disability, veteran status, or marital status.