If 20 years of serving educators has taught us anything, it’s that a return to the fundamentals of sound practice is always a worthwhile pursuit. As schools and teachers enter into a new school year marked by uncertainty and the ever-present possibility of sudden change, this foundational approach feels especially relevant.
In this spirit, the IRIS Center has just posted one new module and completed significant updates to two others that personnel in schools and districts can use for professional development and personalized learning. And, yes, these resources emphasize a back-to-basics method.
Lillian Durán has a Ph.D. in Educational Psychology from the University of Minnesota and is currently an Associate Professor in the Department of Special Education and Clinical Sciences at the University of Oregon and an Associate Dean of Academic Affairs in the College of Education. Her research is focused on improving instructional and assessment practices with preschool-aged multilingual learners. She delivers presentations focused on recommended practices in assessment and intervention with young children of Color with and without identified disabilities who are immigrants and/or speak languages other than English
NOTA: Octubre es el mes de concientización sobre el síndrome de Down
Una publicación del blog invitado de OSERS por Eliana Tardio, una madre con dos hijos con síndrome de Down. También escribió un blog invitado sobre ella y sus hijos en octubre de 2016.
Read in English.
Hace 17 años, tuve la suerte de dar a luz a mi primer hijo, Emir. Le diagnosticaron síndrome de Down en el útero, pero no fue hasta el momento en que lo sostuve en mis brazos que me di cuenta de una de las verdades más poderosas que comparto con los nuevos padres de niños con síndrome de Down: era simplemente perfecto. Y aunque me esforcé mucho por ver el síndrome, todo lo que pude ver fue al niño más hermoso del mundo: mi hijo.
Rebecca Vitelli is a preschool special education teacher at the Colonial Early Education Program in New Castle, Delaware. Rebecca earned a Bachelor of Science in early childhood education with minors in human development and family studies and disabilities studies and a Master of Education in exceptional children and youth with a concentration in autism and severe disabilities from the University of Delaware. Most recently, she was named the 2020 Delaware Teacher of the Year.
Paulette Tattersall is the Northeast Director of Prevent Blindness, a national organization whose mission is to prevent blindness and preserve sight. She is also Co-Chair of Children’s Vision Massachusetts (CVMA), a 70-member coalition of parents, health professionals, educators and organizations who work together towards building a statewide systematic approach to vision care for Massachusetts children.
OSERS Acting Assistant Secretary Katherine Neas
The U.S. Department of Education welcomes Katherine “Katy” Neas as the new deputy assistant secretary and acting assistant secretary of the Office of Special Education and Rehabilitative Services (OSERS).
“The pandemic has been hard on all of us, but children with disabilities and specially those of color experienced great challenges. I am over the moon to be at the Department of Education at this historic time and to be part of the team of individuals who are working to ensure all students succeed in the upcoming school year.”
Deborah Jackson is the proud mother of Desmond Jackson, a member of the 2021 USA Paralympic Track and Field Team for the 100m event and the long jump. Desmond was born with a congenital birth defect, which resulted in an amputation when he was nine months old. He was the first above-knee amputee to run on a high school track team in the state of North Carolina. Desmond encourages other individuals with physical challenges to “get off the sideline and into the game!”
Rich La Belle is the CEO of Family Network on Disabilities, which has served persons with disabilities and their families throughout Florida and the U.S. for over 35 years. Prior to becoming CEO in 2005, Mr. La Belle practiced law for nearly 20 years, concentrating in the areas of disability law, including special needs trusts. Mr. La Belle and his wife are the parents of four grown children, including those who have disabilities.
Introducing a Supplemental Tool to Help Stakeholders Engage with New Fast Facts
By the Office of Special Education Programs
OSEP is excited to release a new Fast Facts on School Aged Children 5 (in Kindergarten) Through 21 Served Under Part B, Section 618 of the IDEA along with a new supplemental tool, Hand In Hand, which is intended to be used alongside the new OSEP Fast Fact.
ED: How did you begin your career in early childhood?
During my undergraduate work, I completed an internship at the University of North Carolina’s TEACCH Autism Program. From this experience, I knew I wanted to work with individuals with autism. I began my career as an inclusive preschool and kindergarten public school teacher. As a teacher, I was unaware of many specific interventions or resources used to support the social, language, and behavioral skills of students with autism. Fueled by my desire to support students with autism in classrooms, as well as the teachers serving those students, I began my doctoral program in 2008 at the University of North Carolina, Chapel Hill. I was fortunate to be funded through an Office of Special Education Program leadership grant: Interdisciplinary Preparation in Teaching, Research, and Service focused on Young Children with Autism and Their Families. When I graduated, I accepted a postdoctoral research position at 3C Institute, a small business that focuses on research and development. After completing my postdoctoral work, I returned to the University of North Carolina as a Research Scientist at Frank Porter Graham (FPG) Child Development Institute. At FPG, my work focuses on supporting the use of evidence-based practices for children with autism using a variety of professional development approaches including coaching and interactive, online modules.