US report on testing accommodations
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.
U. Washington professor of practice
The College of Education at the University of Washington (UW) seeks a "professor of practice" to lead programs that prepare and support educational leaders at school and district level, in support of powerful, equitable student learning and related system change. The role combines program leadership, program development, teaching, and practice-focused scholarship. The position has full voting rights and will participate, alongside tenure-line faculty, in the College’s efforts to improve the quality of practice through regular engagement with the field. Applicants must have a Ph.D. or Ed.D in education or related field; substantial P-12 administrative experience, preferably at both the school building and system level; and demonstrated ability to guide and support the professional learning of educational leaders. This position will be hired at the non-tenure rank of Senior Lecturer or Assistant, Associate, or Full Professor without tenure.
Prospective candidates are especially encouraged to visit the websites of the programs and outreach units implicated in this position (http://depts.washington.edu/k12admin/l4l/, http://depts.washington.edu/k12admin/danforth/, http://www.milead.washington.edu/mil/, http://www.k-12leadership.org/). For a more detailed description of the postion, please download a PDF document explaining the particulars of the postion and procedures for applying.
A search committee will begin reviewing applications 20 January 2011. The position will remain open until filled. Appointment is to commence 16 September 2012. Send queries about the position to search co-chairs Michael Knapp, at mknapp [at] uw.edu, or Steve Fink, at finks [at] uw.edu. Please submit your application packet both electronically and by mail to the search co-chairs care of Mr. Greg Daigle at gdaigle [at] uw.edu, 222 Miller Hall, College of Education, Seattle, WA 98195-3600.
Asst prof at Southern Illinois University, Carbondale
Southern Illinois University, Carbondale announces an Assistant Professor position in Special Education. We're looking for someone with expertise in academic instruction for students with mild disabilities (particularly LD). Please see the full position announcement at http://affact.siuc.edu/coe711.html (position coe711). This position begins August 2012.
Open rank position at Georgia State
Tenure-track, Open Rank, Special Education/High Incidence Disabilities
The Department of Educational Psychology and Special Education at Georgia State University is seeking doctoral-degreed, tenure-track faculty applicants with a thorough knowledge of high incidence disabilities. Desired applicants will have a recognized high-quality, rigorous and independent research focus, as well as documented excellence in and commitment to graduate/doctoral level instruction and mentoring.
Assistant professor at Villanova
Villanova University’s Department of Education and Counseling invites applications for a tenure-track faculty position effective Fall 2012. The Department seeks a teacher-scholar for a full-time, nine-month, Special Education position.
Villanova is a Catholic university sponsored by the Augustinian Order. Villanova seeks a diverse faculty committed to scholarship, service, and teaching, who understand, respect, and can contribute to the University’s mission and values.
Roles and Responsibilities: The successful candidate will be qualified to teach courses in special education at the undergraduate and at the graduate level, teaching five courses each year. In addition, the new faculty member will conduct and publish research in an area of expertise, serve as an academic advisor for education majors, and be an active member of both the Department, and the Villanova community.
Qualifications: Successful candidates must have a PhD in Education or a closely aligned discipline, or be near the completion of their doctoral degree. Specific knowledge of Special Education at the secondary K-12 level is required. Knowledge of Special Education law, US federal mandates, RTI, IEPs, and section 504 of the ADA is highly preferred.
Review of applications will begin December 2, 2011. Salary is competitive. For more information, please visit our website. Villanova University is an Affirmative Action/ Equal Opportunity Employer.
Application: Applications should be submitted online at https://jobs.villanova.edu/
Please submit the following online:
- Cover Letter/Letter of Interest
- Resume/Curriculum Vitae
- Statement of Teaching Philosophy
- Summary of Teaching Evaluations
- Writing Sample/ Publications
- Statement of Research Interests
In addition, please mail:
- Copies of undergraduate and graduate transcripts
- 3 letters of recommendation
to: Dr. Edward Fierros
Villanova University
Department of Education and Counseling
800 Lancaster Avenue
Villanova, PA 19085
U. Washington special ed position
University of Washington
College of Education
Area of Special Education
Assistant Professor of Assessment and Instruction of Students with
High Incidence Disabilities (tenure-line position)
THE UNIVERSITY OF WASHINGTON SEATTLE, College of Education, seeks to fill a nine-month full-time position in Special Education at the level of assistant professor. We seek applicants with a doctoral degree in special education or closely related field with a scholarly focus on assessment and instruction of students with high incidence disabilities. Applicants should demonstrate an active research program in such areas as: assessment of academic skills, assessment of students with disabilities and those who struggle academically; development of effective instructional practices in reading, writing, and/or mathematics; or P-12 models of service delivery for students with disabilities.
Deborah Speece Appointed Commissioner of National Center for Special Education Research
Deborah L. Speece was named as the Commissioner of the National Center for Special Education Research (NCSER) on 23 August 2011. NCSER is the leading branch of the US government's effort to study educational innovation in special education and, as its head, Commissioner Speece will oversee a program that funds scores of research efforts including projects, evaluations, and multi-site centers throughout the US. She is the second commissioner of NCSER, and her appointment was greeted with substantial approval by the special education research community.
IES Director John Q. Easton announced the appointment of Deborah Speece as Commissioner of the National Center for Special Education Research (NCSER) effective August 23, 2011. Known for her innovative studies of the classification and diagnosis of learning disabilities, Speece is a national leader in special education research and response to intervention strategies.
Lecturer in Special and Inclusive Education at The University of Sydney
LECTURER IN SPECIAL AND INCLUSIVE EDUCATION
THE UNIVERSITY OF SYDNEY, FACULTY OF EDUCATION & SOCIAL WORK
REFERENCE NO: 1178/0611
- Join a diverse and internationally renowned community of scholars, staff and students
- Contribute to the faculty’s expanding program of school and professional collaboration
- Full-time continuing: $102K to $121.2K p.a. including leave loading and up to 17% supeR
The University of Sydney is Australia's premier University with an outstanding global reputation for academic and research excellence, and employs over 7500 permanent staff supporting over 49,000 students.
Milwaukee parents allege voucher program discriminates against students with disabilities
Should students with disabilities get to use vouchers, too? Should private schools have to accept them? Some parents say some private schools aren't taking vouchers from students with disabilities and they are complaining.
Journalists reported that the parents of children with disabilities in Milwaukee (WI, US) and the American Civil Liberties Union have complained to the US Deaprtment of Justice that a Milwaukee school program permitting parents to choose schools discriminates against students with disabilities. According to the complaint, the Wisconsin Department of Public Instruction (DPI) and the Milwaukee Parental Choice Program "discriminated against students with disabilities and segregated those students in one portion of the publicly funded educational system." The statistical basis for the argument is that 1.6% of students in the voucher-supported schools have disabilities, but nearly 20% of the students in the public schools have disabilities.
William Conley Rhodes, II, 1918-2011
William Conley Rhodes, II, died 18 February 2011 in The Villages (US, FL). Professor Rhodes, who was born in 14 November 1918 in Willets (LA, US), had a long career advocating for alternative perspectives about emotional and behavioral disorders.
Before his academic career, Professor Rhodes served in the US Army, achieving the rank of Captain. He completed bachelors and masters degrees at Emory University and took a doctoral degree in psychology from The Ohio State University. Professor Rhodes began his academic career at Vanderbilt University in the 1950s, working with Nicholas Hobbs. He then joined Eli Bower at the National Institute of Mental Health before going to the University of Michigan. After teaching and conducting research at the University of Michigan until 1980, Professor Rhodes finished his academic career as a senior scholar and visiting professor at the University of South Florida, where he taught until 2005.
An early paper in Exceptional Children by Professor Rhodes established his views about the reciprocal connection between children and their communities. Professsor Rhodes' work on the Conceptual Project in Child Variance while at the University of Michigan in the early 1970s had substantial impact on special education for children and youth with emotional and behavioral disorders (EBD). The project resulted in a multi-volume publication called A Study of Child Variance that presented perspectives on EBD based on conceptual models popular at that time—biological, behavioral, psychodynamic, sociological, and ecological—and that ultimately set him on a path to adopting a view that taking a critical view was better than taking any particular theoretical view. His early-career interest in ecological approaches progressed into a later-career embrace of liberatory theory and post-modernism.
Professor Rhodes was the son of William and Nell Rhodes. He is survived by his wife, Estelle Smith Rhodes, whom he met and married in 1942; their children William Rhodes, III, Joseph Rhodes, Naomi Rhodes, and Trisha Rhodes; siblings; and eleven grandchildren.
Rhodes, W. C. (1967). The disturbing child: A problem of ecological management. Exceptional Children, 33, 449-455.
Rhodes, W. C. (1975). A study of child variance. Vol. 4: The future. Ann Arbor: University of Michigan Press.
Rhodes, W. C., & Head, S. (Eds.) (1974). A study of child variance. Vol. 3: Service devlivery systems. Ann Arbor: University of Michigan Press.
Rhodes, W. C., & Paul, J. L. (1978). Emotionally disturbed and deviant children: New views and approaches. Englewood Cliffs, NJ: Prentice-Hall.
Rhodes, W. C., & Tracy, M. (Eds.) (1974a). A study of child variance. Vol. 1: Conceptual models. Ann Arbor: University of Michigan Press.
Rhodes, W. C., & Tracy, M. (Eds.) (1974b). A study of child variance. Vol. 2: Interventions. Ann Arbor: University of Michigan Press.
(My thanks to the Rhodes children for sharing recollections of their father's life with me and to Jim Paul for his help with some of these facts.—JohnL)
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