Roundtable participants speak to attendees. Left to right: Tara Murray, Amber Greene, Taryn Mackenzie Williams, Valerie C. Williams, Sherman Gillums Jr., Shawn Aleong, Elijah Armstrong, Jalyn Radziminski, Neli Latson, and Raven Sutton.
Valerie C. Williams Director, Office of Special Education Programs
By Valerie C. Williams Director, Office of Special Education Programs
On Feb. 23, 2023, I participated in a Black History Month roundtable hosted by the White House and the Biden-Harris Administration.
During the roundtable, I had the opportunity to meet with five representatives of the next generation of young Black disability leaders and advocates.
The purpose of the event was to not only reiterate the Biden-Harris Administration’s commitment to diversity, equity, accessibility and disability inclusion, but to also hear from young Black leaders about their experiences and challenges.
October is Learning Disabilities / Dyslexia / Attention Deficit Hyperactivity Disorder Awareness Month.
By: Eliza Young
Disability is a broad term that may seem hard to define. There are the medical definitions and the legal definitions, but what matters to me is how my disabled community defines disability.
Who can be included in the disabled community? What unites all disabled people? The answer, like for most communities, is a set of shared experiences of the world.
Note: October is Learning Disabilities / Dyslexia / Attention Deficit Hyperactivity Disorder Awareness Month.
By Kristin Kane
October is a great month for awareness, some impressive groups come together this month to share information about a specific issue. At the heart of it is a goal that helps others understand why the issue is important and why we should pay attention. Raising awareness can take different forms, but it is the connection of people that brings meaning to why a community raises awareness.
This month is Dyslexia/LD/ADHD Awareness Month, and I had the honor of sitting down with Resha Conroy, a parent of a child with Dyslexia. She is also a member of the National Center on Improving Literacy Family Engagement Advisory Board and has started her own non-profit, Dyslexia Alliance for Black Children
By the Office of Special Education Programs
OSEP released a new OSEP Fast Facts: Educational Environments of School Aged Children with Disabilities, which explores our IDEA, Section 618 data.
This OSEP Fast Facts takes a closer look at the environments where children with disabilities are receiving special education and related services.
By the Office of Special Education Programs
OSEP is excited to release a new OSEP Fast Facts: Students with Disabilities who are English Learners (ELs) Served under IDEA Part B, which explore our IDEA, Section 618 data with the specific lens on one of the fastest-growing populations of students with disabilities served under IDEA.
Valerie C. Williams
Director, Office of Special Education Programs
Office of Special Education and Rehabilitative Services
Valerie C. Williams joins the Department as director in the Office of Special Education Programs (OSEP) within the Office of Special Education and Rehabilitative Services. In this role, she is responsible for overseeing the administration of the Individuals with Disabilities Education Act (IDEA).
NOTE: October is Blindness Awareness Month as well as Learning Disabilities / Dyslexia / Attention Deficit Hyperactivity Disorder Awareness Month.
Ella and Beth Johnson
My name is Ella, and I’m a junior at Irondale High School in Minnesota. This school year, I’m busy studying for advanced placement courses, playing percussion and coordinating audio equipment in my school’s band, and making time to read book recommendations from friends. I was diagnosed with dyslexia in fifth grade, and reading print books has always been challenging for me compared with most of my classmates. However, accessible digital books from Bookshare give me the same opportunities to learn, engage, and show what I know.
NOTE: October is Learning Disabilities / Dyslexia / Attention Deficit Hyperactivity Disorder Awareness Month.
By Rachelle Johnson, a member of the Young Adult Leadership Council of the National Center for Learning Disabilities.
As a child I was diagnosed with dyslexia and attention deficit hyperactivity disorder (ADHD). Adults told me I was “differently abled” and to not categorize myself negatively, as in “disabled.” This introduced me to a societal view of “the disabled” and how to navigate an ableist society by distancing from the term disabled. The adults wanted this so I would not be treated in the negative ways people with disabilities often were.
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.
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.