Samira Bashiru Named October 2024 Holmes Scholar of the Month

By Amelia Q. Rivera

AACTE recognizes Samira Bashiru of Purdue University as the October 2024 Holmes Scholar of the Month. Bashiru is a dedicated Ph.D. candidate in special education who embodies the spirit of academic excellence and community engagement that defines the AACTE Holmes Scholars Program. Her journey from Ghana to the United States exemplifies her commitment to advancing inclusive education and supporting diverse learners.

Research Focus

Bashiru’s research centers on evidence-based strategies and practices that support families and enhance the creativity and development of children with or without disabilities. Her particular interest lies in creativity in culturally and linguistically diverse learners with real or perceived disabilities, a focus that addresses a critical need in today’s diverse educational landscape. She has published a systematic review listed at the end of the article entitled “Best Practices for English Learners with Disabilities in US Schools – A Systematic Review.” Currently, Bashiru is working on two research papers:

1. Evidence-based practices for English Learners with disabilities
2. Creativity in preschoolers with and without speech disorders

NC State Professor to Partner with Black Disabled Secondary Students to Improve Mathematics Education 

By Janine Bowen, NC State

The following article was originally posted on the North Carolina State University College of Education news website and was reprinted with permission. 

Jessica Hunt, a professor of special education and mathematics education in NC State’s College of Education, is aiming to counter disparities in STEM learning through her work on a new, grant-funded project entitled “Building and Testing a Framework for Liberatory and Conceptual Mathematics Learning with Black Disabled Students.” The project will be conducted in collaboration with the University of Virginia and the University of California-Santa Cruz and is funded by $4,342,845 from the National Science Foundation, of which the College of Education will receive $1,040,523.  

The project will establish and sustain a partnership with a cohort of Black disabled high school students to center their voices, knowledge, and experiences in the development of a theoretical coaching framework that addresses challenges while advancing conceptual mathematics learning and high school mathematics instructional practices.  

In Indiana: More Students Have Access to a High-Quality Special Education Teacher Following Investment in Educator Pipeline 

By Courtney Crown

The Indiana Department of Education (IDOE) recently provided an update on the state’s special education teacher pipeline and the targeted solutions that are showing a positive return on investment, connecting schools with high-quality special education teacher candidates and maximizing learning for students. 

“When we looked at our state data, we knew that we had a challenge when it came to recruiting special education teachers,” said Katie Jenner, Ed.D., Indiana Secretary of Education. “Rather than admiring the problem, we brought together educators and key partners to help us find solutions. In just a few years, our data now shows that our investments are working, placing many more special education teachers in Indiana classrooms.” 

U.S. Department of Education Awards More Than $251 Million to Improve Employment Opportunities for Individuals with Disabilities 

By U.S. Department of Education

The U.S. Department of Education (Department) awarded $251 million to 27 grantees across the country who are working to ensure individuals with disabilities have access to in-demand, good-paying jobs of the 21st century. These five-year grants, under the Disability Innovation Fund (DIF) program, will continue to promote competitive, integrated employment (CIE) so that youth and adults with disabilities are paid real wages for real jobs while creating pathways to some of today’s most in-demand fields.  

“Today, more than 60 million adults live with a disability – each with unique talents and strengths. In our 21st century economy, we must provide more opportunities for these individuals to achieve their goals for competitive integrated employment, independence, and economic self-sufficiency,” said U.S. Secretary of Education Miguel Cardona. “Through the Disability Innovation Fund and today’s announcement, we’ll make progress to overcome historic barriers to employment, while ensuring the varied needs, preferences, and goals of individuals with disabilities remain at the center of our vision for a strong, inclusive workforce.”  

Grace College Opens Center for Literacy & Learning 

By Grace College

Grace College’s new Center for Literacy and Learning (CLL) held a ribbon-cutting ceremony at its new tutoring center on the third floor of Mount Memorial Hall on September 9.  

The CLL, funded by Lilly Endowment Inc. through its initiative, Advancing the Science of Reading in Indiana, is dedicated to enhancing teacher candidate knowledge and application of Science of Reading evidence-based practices while collaborating with local school districts to build capacity for dynamic clinical placements. 

“The Center for Literacy and Learning is our collective response to the need for literacy,” said Rachael Hoffert, Ed.D., director of the center and chair of the Department of Elementary Education at Grace. 

KU Partners with Teachers, Schools to Train Early-Childhood Special Educators; Publishes Guide For Teacher Prep Programs 

By Mike Krings

Teachers who work with young children with high-intensity support needs play a critical role in important stages of neurodevelopment and educational trajectory. But they need support, as well as training in the latest research and practices that best serve students at the critical early phase of their education. University of Kansas (KU) researchers are in the second year of a project to train future and working educators in the latest supports for early childhood special education, while making the practices and supports available for educators nationwide. 

KU faculty are beginning year two of Project MounTaiN, also known as Meeting the Need, a five-year $1.1 million grant project funded by the Office of Special Education Programs. The project has developed new curriculum to train educators who work with infants, toddlers, and young children in special education and is partnering with public schools, early intervention systems, and local early childhood centers in Kansas City, Lawrence, and Topeka to provide applied learning opportunities in a wide cross-section of schools and educational settings. The faculty has also published a manuscript outlining effective intensive intervention competencies for educators who will work with these children and their families. 

Read the full story on the University of Kansas website.

Kean University to Play Leading Role in New State Literacy Initiative  

By Kean University

Kean University this week signed an agreement with New Jersey officials to facilitate a study of literacy and learning loss among elementary students as lawmakers work to improve educational outcomes for children statewide. 

Governor Phil Murphy signed into law two pieces of legislation earlier this month to bolster literary education across the state.  

In this initiative, Kean, the state’s urban research university, will provide a learning and literacy loss consultant to the New Jersey Department of Education (NJDOE) to analyze data, coordinate policy, and implement best practices to improve students’ literacy outcomes. 

Hybrid Learning Environments Help Students with Learning Differences Thrive

By College of Education, UT Austin

Kara Huss, College of Education, University of Texas at Austin alumnae, has dedicated her career to supporting neurodivergent children, combining her passion for child development with her extensive training in special education and behavior analysis. Having earned her master’s degree and a BCBA certification, Kara believes that all behavior is a form of communication and is able to work with neurodivergent children both in the classroom and in learning environments outside of a strictly academic setting.

Now, as the executive director of the William’s School, Kara continues to drive the organization’s mission to provide individualized education and therapeutic support for children with autism and other neurodiversities. Her specific vision for a hybrid way of teaching remains a key factor in student success both inside and outside of the classroom.

Continue reading on UT Austin’s College of Education website.

In Nevada: Department of Education Releases Dyslexia Guidance Documents 

By Julie Wootton-Greener

The Nevada Department of Education has released a new dyslexia resource guide for school districts and public charter schools to identify and provide instructional support for students who have or are at risk of dyslexia. 

“The dyslexia guidance documents will help with serving students across our state who have dyslexia or are at risk,” said Jhone Ebert, Superintendent of Public Instruction. “These efforts will positively impact the trajectory of students’ academic success.” 

The Nevada Department of Education has guidance documents posted on its website covering topics such as common myths and misperceptions about dyslexia, screening assessments, accommodations, Individualized Education Program (IEP), instructional supports, and resources. 

Ayana Bass of Boston University Named July 2024 Holmes Scholar of the Month

By Charles A. Barnes II, JD

The AACTE Holmes Scholars Program is proud to feature Ayana Bass as the July 2024 Holmes Scholar of the Month. Bass is a dedicated and influential figure in special education, focusing on adult learners and teacher diversity.

As a doctoral student at Boston University’s Wheelock College of Education & Human Development, her academic and professional journey highlights her commitment to improving education through research, policy, and practice.

Sam Houston State University Education Students Study Abroad in Costa Rica

By Lidia Gutierrez

This article is reprinted with permission from Sam Houston State University.

Professors Francisco Usero-Gonzalez and Burcu Ates led students from Sam Houston State University to venture into Costa Rica for a unique study abroad program from May 11 to May 20. This trip was designed for students interested in pursuing a career in English as a Second Language (ESL) education, offering them an invaluable opportunity to experience teaching in a different cultural context and assist local educators.

“Study abroad programs significantly impact teacher candidates by enriching their teaching practices and preparing them to engage with diverse student populations,” Ates, the faculty lead for this study abroad program, said. “This global perspective enables them to create more inclusive curricula and foster a classroom environment that respects and celebrates ALL students.”

Highlighting New Resources from CEEDAR 

By AACTE

Special education teachers and advocates are invited to utilize resources developed by CEEDAR to improve student outcomes, implement new strategies, and gain valuable leadership skills. AACTE collaborates with CEEDAR to offer insights from comprehensive educator preparation programs and educational partners who have excelled in recruiting and preparing candidates to become fully licensed special educators. 

Education Students Prep for Future Professions in Nation’s Capital During Legislative Conference

By Parastoo Nikravesh

This article was originally published on Stephen F. Austin State University’s website and is reprinted with permission.

Nine students in Stephen F. Austin State University’s Department of Education Studies traveled to Washington, D.C., in early June to learn firsthand what it felt like to advocate for their future professions to the U.S. Congress during AACTE’s Washington Week.

Students attending the AACTE’s legislative conference engage in advocacy training and learn about the legislative process for public education. Walking the hallowed halls in which our nation’s representatives decide how best to guide our democracy, they also meet with U.S. representatives, senators, and their staffers, and tour historical sites across Washington.

National Center for Learning Disabilities Research and Survey

By Lauren Wong

My name is Lauren Wong and I am from WestEd, a nonpartisan, nonprofit organization engaged in educational technical support and research across the country. We are partnered with the National Center for Learning Disabilities, one of the nation’s leading organizations advancing the lives of individuals with learning disabilities through policy, innovation, practice, and outreach. We are working together to learn about the experiences, opinions, and perspectives of educators who teach students with learning disabilities. 

We are surveying K-12 educators who teach students with learning disabilities. Your participation in this survey will help us understand your experiences teaching students with learning disabilities, the needs you have related to professional development and access to resources, and your school’s climate. All information shared will be kept secure and will be de-identified to protect your privacy and confidentiality. Results from this survey will be used to guide NCLD’s efforts in outreach, policy, and advocacy.

Special Education Teacher Advocates Invited to AACTE, CEEDAR Meeting

Championing Special Educators: Strategies for Recruitment & Retention in Educator Preparation, a Collaboration Between AACTE and CEEDAR

By Brooke Evans

On March 28, from 3:00 p.m. to 4:00 p.m. ET, special education teacher advocates are invited to attend the next meeting of the national affinity group, Championing Special Educators: Strategies for Recruitment & Retention in Educator Preparation.  This meeting will explore wellness strategies for teacher candidates. 

Tyler Hester, Ed.D. and Hallie Fox, Ph.D., both of Educators Thriving, a nonprofit organization that supports educators thriving as professionals and people, will share the most common pitfalls that lead to educator burnout and the six factors that predict educator well-being. Additionally, Casey Woodfield, Ph.D. and Alicia Drelick, Ph.D., faculty in the Wellness and Inclusive Services in Education Department at Rowan University will share practical strategies and tools they have used with preservice teachers in the classroom to center wellness and to humanize their teaching practices. Meeting attendees will explore a range of tools that center wellness and model person-centered approaches in the classroom.