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.  

University of Arkansas College of Ed and Health Professions Students Gain Clinical Experience

By Shannon G. Magsam

Nursing, speech-language pathology, and occupational therapy students in the College of Education and Health Professions recently had the unique opportunity to work with children who have hearing loss at SPARK Day. 

The college collaborated with the non-profit Arkansas Hands and Voices, which supports parents and professionals who work with children with hearing loss regardless of their communication approach. 

SPARK — an acronym for Student Preparation to Care for ARkansas Kids — was partially funded through a WE CARE grant. The college’s future caring professionals gained clinical experience with this specialty population, a requirement of the American Speech-Language-Hearing Association for professional certification. The day also provided clinical training opportunities for those studying to be occupational therapists and nurses. 

In Kansas: $8.4 Million Grant Awarded to Create Kansas Youth Transition Network

By Kansas State Department of Education

The Kansas State Department of Education (KSDE) will oversee an $8.4 million federal grant awarded to the state to create the Kansas Youth Transition Network, a statewide initiative that will help students with disabilities make the transition from education to employment.  

“This grant will help youth with disabilities statewide connect to the supports that meet their individual needs as they transition from high school to college, other postsecondary opportunities, or directly into competitive integrated employment,” said Dean Zajic, assistant director for KSDE’s Special Education and Title Services (SETS) team and project director for the grant.  

Trellis, Blooms, and Bees: Creating a Twice-Exceptional Teacher Education Program at Cleveland State University

Lunch & Learn with Claire E. Hughes

By Brooke Evans

AACTE is pleased to offer Lunch & Learns: professional development opportunities for members. These 30-minute sessions are designed to provide you with an immediate tool or strategy to apply to your work. All Lunch & Learns will be available on-demand for AACTE members. Watch them during your lunch break or whenever it is convenient for you. 

AACTE will continue its Lunch & Learn series with Trellis, Blooms, and Bees: Creating a Twice-Exceptional Teacher Education Program at Cleveland State University on Thursday, February 1, from 12:00 to 12:30 p.m. ET.

AACTE Joins National Coalition to Combat SPED Shortages

By AACTE

AACTE has joined the National Coalition on Personnel Shortages in Special Education and Related Services (NCPSSERS) to continue advancing toward solutions for the nationwide PK-12 special educator shortage. 

NCPSSERS is a national coalition composed of more than 30 participating member organizations. Since 2006, NCPSSERS has been dedicated to addressing the issue of shortages in special education and related services personnel in schools. 

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 January 23, from 3:00 p.m. to 4:00 p.m. ET, special education teacher advocates are invited to attend the third meeting of the new national affinity group, Championing Special Educators: Strategies for Recruitment & Retention in Educator Preparation.  The third meeting, Clinical Practice Experiences will dive into the use of technology at both the University of North Georgia and the University of Virginia. 

Michael J. Kennedy, Ph.D., and Rachel L. Kunemund, Ph.D., University of Virginia, will share how their faculty utilizes the COACHED Platform (Capturing Observations and Collaboratively Sharing Educational Data), a suite of evidence-based coaching tools and professional learning materials for teacher educators while also taking us on a tour of the free platform. Additionally, Jennifer Sears, Ph.D., the University of North Georgia, will discuss how her university uses the COACHED software and how this platform allowed the university to meet the needs of rural districts in her area.