A record 7.5 million students accessed special-education services in U.S. schools as of 2022-2023. Yet many schools report being understaffed in special education Despite the challenge of understaffing in special education, K-12 powered schools are leading the charge by offering personalized, accessible education, serving students with special needs. https://on.wsj.com/3W19e2g
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Celebrated each year in early December, #NationalSpecialEducationDay commemorates the signing of the Individuals with Disabilities Education Act (IDEA) into law in 1975. Special education teacher shortages have existed for decades, exacerbated by high demand for #specialeducation teachers and inadequate supply from a dwindling teacher preparation pipeline. To ensure that all students have access to free and quality public education, which includes fully-prepared and qualified special education teachers, the GTL Center and @Ceedar Center partnered to create the Educator Shortages in Special Education Toolkit. The toolkit combines short-term strategies that meet immediate demands with long-term, systemic strategies to attract, prepare, and retain effective special education teachers. https://lnkd.in/d7CmQJV2
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Co-Founder of I See, I Spell, I Learn - Educational Materials for Dyslexia and Right-Brained Learners | Dyslexia Tutor | Reading Specialist | Author of children's books| Entrepreneur | Vegan
A record 7.5 million students accessed special-education services in U.S. schools as of 2022-2023, including children with autism, speech impairments and attention-deficit hyperactivity disorder. That is 15.2% of the public-school student population, up from less than 13% a decade earlier, the most recent federal data shows. .. https://lnkd.in/gSsU5V53
A Record Number of Kids Are in Special Education—and It’s Getting Harder to Help Them All — The Wall Street Journal
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This new report from the team at Start Early provides a valuable look at strategies used by six school districts across the county to ensure that young children with developmental delays and disabilities are served in inclusive early care and education (ECE) settings to play and learn alongside their friends with and without disabilities. Currently only 42% (2 in 5) young children with an individualized Education Program (IEP) are served in a inclusive ECE setting. This new report, along with the recent strong federal Policy Statement: Inclusion of Children with Disabilities in Early Childhood Programs https://lnkd.in/gXj_wZgi that utilizes the National Indicators of High-Quality Inclusion https://lnkd.in/eydt7k4R provide a path forward toward inclusion for ALL. The report highlights Atlanta Public Schools and their goal to transition all preschool children with IEPs from self-contained (segregated) classrooms to inclusive classrooms within one year. The U.S. Department of Education Office of Special Education Programs (OSEP) needs to hold all states (and in turn school districts) accountable to make meaningful increases in the percentage of preschool age children with IEPs served inclusive ECE settings. #inclusion #inclusionforall #ECSE #earlyintervention
In a new resource, learn how school districts around the country like Chicago Public Schools, Atlanta Public Schools, The School District of Palm Beach County and more, are supporting inclusion in all early learning setting types, including in community-based early learning programs. The demonstrated benefits and positive outcomes for children with and without disabilities to learn together in inclusive early childhood settings are undeniable – and it is a federal protection and guarantee under IDEA. Explore the various models, key considerations and lessons six large urban school systems across our country have learned to make this critical shift to ensure inclusive early learning programs, regardless of setting:
Providing Early Childhood Special Education Services in Community-Based Settings
startearly.org
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Today's collab topic given by Victoria garu Special education is constructed by a vast array of legal regulations and guidelines for best practices. Despite the sometimes complex nature of special education, six basic principles. 1.Zero Reject and Free and Appropriate Public Education Outlines that all students with special needs are entitled to receive a free and appropriate public education. Zero Rejection: no child may be refused access to FAPE based on his or her disabilities. There will be no required out-of-pocket costs to the families of these children for those services. 2.Nondiscriminatory and Appropriate Evaluation Students with disabilities are entitled to a high qualify evaluation, which may produce an identification as a student with a special need. Appropriate 3.Individualized Education Program (IEP) The IEP is designed in accordance with the state and federal laws that outline the programs and services available to disabled students. 4.Student and Parental Participation #RaiseAgainstAutism #PinnacleSaysItAll #PinnacleBloomsNetwork #1AutismTherapyCentresNetwork
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QUESTION: How many special education teachers work at #SpokaneSchools? ANSWER: Currently, 242 special education teachers work with thousands of students across our 57 schools. Many are Resource Room teachers that provide targeted, supplemental instruction for students in grades K-12. Other teachers manage classrooms that specialize in Autism Behavior Learning Environment (ABLE), Behavior Intervention (BI), Secondary Transition for older students, and much more. Special education teaching positions are supported in part by the local levy, which fills in the gaps not funded by the state. The local levy and state levy assistance provide nearly 14% of Spokane Public Schools' annual operating budget. A replacement levy will be presented to voters on the Feb. 13, 2024, ballot. Learn more at https://lnkd.in/gw7FMHHT.
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🚨 Your opinion matters: 🚨 There are 3 Inclusive Post Secondary Education (IPSE) programs in Oklahoma for students with intellectual/developmental disabilities (IDD) that are approved for students to apply for federal financial aid and graduate with a certificate. There is one IPSE program for students with autism who graduate with a degree. It is VERY IMPORTANT to hear from you about the need for these programs and how students with IDD need to be served regarding education after High School. Please take a few minutes to fill out this survey. https://lnkd.in/giSSmpVk
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This article really hammers home several necessary points that need to be delved into more within high schools as well as higher education. https://lnkd.in/gVf49kUZ
4 barriers to accommodation for students with disabilities
insidehighered.com
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Building stronger connections for neurodivergent and autistic students 💪🏼 Professor Sally Robinson, Professor of Disability and Community Inclusion and Professor Gerry Redmond, Professor of Public Policy unpack the crucial topic of supporting the safety and wellbeing of autistic and neurodivergent children in our schools and preschools. They shed light on the concept of neurodiversity, its prevalence in school populations, and the evolving understanding of neurodiverse needs. 🧠 Together they share key insights from their research, highlighting the importance of prioritising students' perspectives and experiences in shaping inclusive school environments. 🎧 Listen here: https://brnw.ch/21wJY6n
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As the number of students in special education rises and districts grapple with teacher shortages and resource constraints, it's crucial to delve into the complexities of this vital field. Read more about the current landscape and future prospects in the latest roundup from Ed Week: https://bit.ly/3V8yx0A
A Guide to Special Education Terms
edweek.org
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