Podcasts about oah

President Donald Trump has threatened the federal funding and jobs of institutions and individuals that document, archive, and analyze historical materials. On March 27, 2025, Trump signed “Restoring Truth and Sanity to American History,” an executive order that directs Vice President JD Vance to eliminate "divisive race-centered ideology" from Smithsonian museums, educational and research centers, and the National Zoo and to “restore” American history. While Trump has framed these actions as “efficiency” measures or removing bias in favor of women and underrepresented minorities, they are better understood as removing professionals who preserve the images and documents that politicians and public officials use to create powerful narratives. Today's guests are two historians featured in a Washington Post article on the firing of federal historians and the new oral history project designed to capture the history of federal firings, layoffs, and the current work climate. Dr. Jason Chernesky is a historian of medicine, public health, and environmental history whose research focuses on child health issues in the United States. Jason was the historian for the Food and Drug Administration until receiving a termination letter in February 2025. He is now on temporary administrative leave and the creator of the emergency oral history project. Dr. Beth English is the Executive Director of the Organization of American Historians. Her research and teaching focus on the historical and contemporary labor movement, working-class issues, globalization, deindustrialization, and women in the workplace. She is the author of A Common Thread: Labor, Politics, and Capital Mobility in the Textile Industry, and co-editor of Global Women's Work: Perspectives on Gender and Work in the Global Economy. Beth has contributed to the Washington Post, NPR, Vox, Huffington Post, The New Republic, and other media outlets. Mentioned in the podcast: OAH's Emergency Oral History Project for federal workers (fired, on leave, or currently working) Gift link to the Washington Post article by Kyle Swenson about the oral history project “Origins of the FDA History Office” on the FDA website Organization of American Historians (OAH)'s Records at Risk Data Collection Initiative for individuals to report removed or changed material Arlington National Cemetery website removes histories highlighting Black, Hispanic, and women veterans Joint statement from the American Historical Association and Organization of American Historians Previous Postscripts with historian Dr. Wendy Rouse (Donald Trump is Erasing History – and what YOU can do about it) and executive directors of AHA and OAH, Drs. Jim Grossman and Beth English (Postscript: Not a Matter of Left or Right: Historians Fighting Censorship) Donate to the Emergency Oral History Project Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

President Donald Trump has threatened the federal funding and jobs of institutions and individuals that document, archive, and analyze historical materials. On March 27, 2025, Trump signed “Restoring Truth and Sanity to American History,” an executive order that directs Vice President JD Vance to eliminate "divisive race-centered ideology" from Smithsonian museums, educational and research centers, and the National Zoo and to “restore” American history. While Trump has framed these actions as “efficiency” measures or removing bias in favor of women and underrepresented minorities, they are better understood as removing professionals who preserve the images and documents that politicians and public officials use to create powerful narratives. Today's guests are two historians featured in a Washington Post article on the firing of federal historians and the new oral history project designed to capture the history of federal firings, layoffs, and the current work climate. Dr. Jason Chernesky is a historian of medicine, public health, and environmental history whose research focuses on child health issues in the United States. Jason was the historian for the Food and Drug Administration until receiving a termination letter in February 2025. He is now on temporary administrative leave and the creator of the emergency oral history project. Dr. Beth English is the Executive Director of the Organization of American Historians. Her research and teaching focus on the historical and contemporary labor movement, working-class issues, globalization, deindustrialization, and women in the workplace. She is the author of A Common Thread: Labor, Politics, and Capital Mobility in the Textile Industry, and co-editor of Global Women's Work: Perspectives on Gender and Work in the Global Economy. Beth has contributed to the Washington Post, NPR, Vox, Huffington Post, The New Republic, and other media outlets. Mentioned in the podcast: OAH's Emergency Oral History Project for federal workers (fired, on leave, or currently working) Gift link to the Washington Post article by Kyle Swenson about the oral history project “Origins of the FDA History Office” on the FDA website Organization of American Historians (OAH)'s Records at Risk Data Collection Initiative for individuals to report removed or changed material Arlington National Cemetery website removes histories highlighting Black, Hispanic, and women veterans Joint statement from the American Historical Association and Organization of American Historians Previous Postscripts with historian Dr. Wendy Rouse (Donald Trump is Erasing History – and what YOU can do about it) and executive directors of AHA and OAH, Drs. Jim Grossman and Beth English (Postscript: Not a Matter of Left or Right: Historians Fighting Censorship) Donate to the Emergency Oral History Project Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/political-science

President Donald Trump has threatened the federal funding and jobs of institutions and individuals that document, archive, and analyze historical materials. On March 27, 2025, Trump signed “Restoring Truth and Sanity to American History,” an executive order that directs Vice President JD Vance to eliminate "divisive race-centered ideology" from Smithsonian museums, educational and research centers, and the National Zoo and to “restore” American history. While Trump has framed these actions as “efficiency” measures or removing bias in favor of women and underrepresented minorities, they are better understood as removing professionals who preserve the images and documents that politicians and public officials use to create powerful narratives. Today's guests are two historians featured in a Washington Post article on the firing of federal historians and the new oral history project designed to capture the history of federal firings, layoffs, and the current work climate. Dr. Jason Chernesky is a historian of medicine, public health, and environmental history whose research focuses on child health issues in the United States. Jason was the historian for the Food and Drug Administration until receiving a termination letter in February 2025. He is now on temporary administrative leave and the creator of the emergency oral history project. Dr. Beth English is the Executive Director of the Organization of American Historians. Her research and teaching focus on the historical and contemporary labor movement, working-class issues, globalization, deindustrialization, and women in the workplace. She is the author of A Common Thread: Labor, Politics, and Capital Mobility in the Textile Industry, and co-editor of Global Women's Work: Perspectives on Gender and Work in the Global Economy. Beth has contributed to the Washington Post, NPR, Vox, Huffington Post, The New Republic, and other media outlets. Mentioned in the podcast: OAH's Emergency Oral History Project for federal workers (fired, on leave, or currently working) Gift link to the Washington Post article by Kyle Swenson about the oral history project “Origins of the FDA History Office” on the FDA website Organization of American Historians (OAH)'s Records at Risk Data Collection Initiative for individuals to report removed or changed material Arlington National Cemetery website removes histories highlighting Black, Hispanic, and women veterans Joint statement from the American Historical Association and Organization of American Historians Previous Postscripts with historian Dr. Wendy Rouse (Donald Trump is Erasing History – and what YOU can do about it) and executive directors of AHA and OAH, Drs. Jim Grossman and Beth English (Postscript: Not a Matter of Left or Right: Historians Fighting Censorship) Donate to the Emergency Oral History Project Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/politics-and-polemics

President Donald Trump has threatened the federal funding and jobs of institutions and individuals that document, archive, and analyze historical materials. On March 27, 2025, Trump signed “Restoring Truth and Sanity to American History,” an executive order that directs Vice President JD Vance to eliminate "divisive race-centered ideology" from Smithsonian museums, educational and research centers, and the National Zoo and to “restore” American history. While Trump has framed these actions as “efficiency” measures or removing bias in favor of women and underrepresented minorities, they are better understood as removing professionals who preserve the images and documents that politicians and public officials use to create powerful narratives. Today's guests are two historians featured in a Washington Post article on the firing of federal historians and the new oral history project designed to capture the history of federal firings, layoffs, and the current work climate. Dr. Jason Chernesky is a historian of medicine, public health, and environmental history whose research focuses on child health issues in the United States. Jason was the historian for the Food and Drug Administration until receiving a termination letter in February 2025. He is now on temporary administrative leave and the creator of the emergency oral history project. Dr. Beth English is the Executive Director of the Organization of American Historians. Her research and teaching focus on the historical and contemporary labor movement, working-class issues, globalization, deindustrialization, and women in the workplace. She is the author of A Common Thread: Labor, Politics, and Capital Mobility in the Textile Industry, and co-editor of Global Women's Work: Perspectives on Gender and Work in the Global Economy. Beth has contributed to the Washington Post, NPR, Vox, Huffington Post, The New Republic, and other media outlets. Mentioned in the podcast: OAH's Emergency Oral History Project for federal workers (fired, on leave, or currently working) Gift link to the Washington Post article by Kyle Swenson about the oral history project “Origins of the FDA History Office” on the FDA website Organization of American Historians (OAH)'s Records at Risk Data Collection Initiative for individuals to report removed or changed material Arlington National Cemetery website removes histories highlighting Black, Hispanic, and women veterans Joint statement from the American Historical Association and Organization of American Historians Previous Postscripts with historian Dr. Wendy Rouse (Donald Trump is Erasing History – and what YOU can do about it) and executive directors of AHA and OAH, Drs. Jim Grossman and Beth English (Postscript: Not a Matter of Left or Right: Historians Fighting Censorship) Donate to the Emergency Oral History Project Learn more about your ad choices. Visit megaphone.fm/adchoices

The presidents of the American Historical Association and Organization of American Historians join the podcast to talk about the effects of historical censorship, data shredding, meaningful public education – and what everyone can do to fight back. After being sworn in as the 47th president, Donald Trump issued a slew of executive orders. The order entitled “Defending Women from Gender Ideology Extremism and Restoring Biological Truth to the Federal Government” declares that “It is the policy of the United States to recognize two sexes, male and female. These sexes are not changeable and are grounded in fundamental and incontrovertible reality. Under my direction, the Executive Branch will enforce all sex-protective laws to promote this reality...” This order has swiftly affected what people may read on websites or museum panels that describe historical events and artifacts. As a new joint statement from the American Historical Association and the Organization of American Historians recounts, “Some alterations, such as those related to topics like the Tuskegee Airmen and the internment of Japanese Americans during World War II, have been hurriedly reversed in response to public outcry. Others remain. The scrubbing of words and acronyms from the Stonewall National Monument webpage, for instance, distorts the site's history by denying the roles of transgender and queer people in movements for rights and liberation. This distortion of history renders the past unrecognizable to the people who lived it and useless to those who seek to learn from the past.” Dr. Beth English is Executive Director of the Organization of American Historians. Her research and teaching focus on the historical and contemporary labor movement, working-class issues, globalization, deindustrialization, and women in the workplace. She is the author of A Common Thread: Labor, Politics, and Capital Mobility in the Textile Industry, and co-editor of Global Women's Work: Perspectives on Gender and Work in the Global Economy. She has contributed to the Washington Post, NPR, Vox, Huffington Post, The New Republic, and other media outlets. Dr. James R. Grossman is executive director of the American Historical Association. Previously, he was vice president for research and education at the Newberry Library, and has taught at University of Chicago and University of California, San Diego. Among his many publications are the award-winning books, Land of Hope: Chicago, Black Southerners, and the Great Migration and A Chance to Make Good: African-Americans, 1900–1929. His articles and short essays have focused on various aspects of American urban history, African American history, ethnicity, higher education, and the place of history in public culture. His public facing scholarship includes work published in the Chicago Tribune, New York Times, Los Angeles Times, Time, The Hill, The Chronicle of Higher Education, and Inside Higher Education. Grossman has consulted on history-related projects generated by the BBC, Smithsonian, and various theater companies, film makers, museums, libraries, and foundations. He has served on the governing boards of the National Humanities Alliance, American Council of Learned Societies, Association of American Colleges and Universities, and Center for Research Libraries. Mentioned: OAH's Records at Risk Data Collection Initiative for individuals to report removed or changed material For federal workers who are interested in sharing their experiences, OAH's Emergency Oral History Project Arlington National Cemetery website removes histories highlighting Black, Hispanic, and women veterans National Center for Education Statistics (NCES) Removal of climate data from government websites Contribute to AHA and OAH 5calls ap for connecting with federal senators and representatives AHA Action Alert for Iowa residents (and AHA letter to Iowa Senate Education Committee) Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

The executive directors of the American Historical Association and Organization of American Historians join the podcast to talk about the effects of historical censorship, data shredding, meaningful public education – and what everyone can do to fight back. After being sworn in as the 47th president, Donald Trump issued a slew of executive orders. The order entitled “Defending Women from Gender Ideology Extremism and Restoring Biological Truth to the Federal Government” declares that “It is the policy of the United States to recognize two sexes, male and female. These sexes are not changeable and are grounded in fundamental and incontrovertible reality. Under my direction, the Executive Branch will enforce all sex-protective laws to promote this reality...” This order has swiftly affected what people may read on websites or museum panels that describe historical events and artifacts. As a new joint statement from the American Historical Association and the Organization of American Historians recounts, “Some alterations, such as those related to topics like the Tuskegee Airmen and the internment of Japanese Americans during World War II, have been hurriedly reversed in response to public outcry. Others remain. The scrubbing of words and acronyms from the Stonewall National Monument webpage, for instance, distorts the site's history by denying the roles of transgender and queer people in movements for rights and liberation. This distortion of history renders the past unrecognizable to the people who lived it and useless to those who seek to learn from the past.” Dr. Beth English is Executive Director of the Organization of American Historians. Her research and teaching focus on the historical and contemporary labor movement, working-class issues, globalization, deindustrialization, and women in the workplace. She is the author of A Common Thread: Labor, Politics, and Capital Mobility in the Textile Industry, and co-editor of Global Women's Work: Perspectives on Gender and Work in the Global Economy. She has contributed to the Washington Post, NPR, Vox, Huffington Post, The New Republic, and other media outlets. Dr. James R. Grossman is executive director of the American Historical Association. Previously, he was vice president for research and education at the Newberry Library, and has taught at University of Chicago and University of California, San Diego. Among his many publications are the award-winning books, Land of Hope: Chicago, Black Southerners, and the Great Migration and A Chance to Make Good: African-Americans, 1900–1929. His articles and short essays have focused on various aspects of American urban history, African American history, ethnicity, higher education, and the place of history in public culture. His public facing scholarship includes work published in the Chicago Tribune, New York Times, Los Angeles Times, Time, The Hill, The Chronicle of Higher Education, and Inside Higher Education. Grossman has consulted on history-related projects generated by the BBC, Smithsonian, and various theater companies, film makers, museums, libraries, and foundations. He has served on the governing boards of the National Humanities Alliance, American Council of Learned Societies, Association of American Colleges and Universities, and Center for Research Libraries. Mentioned: OAH's Records at Risk Data Collection Initiative for individuals to report removed or changed material For federal workers who are interested in sharing their experiences, OAH's Emergency Oral History Project Arlington National Cemetery website removes histories highlighting Black, Hispanic, and women veterans National Center for Education Statistics (NCES) Removal of climate data from government websites Contribute to AHA and OAH 5calls ap for connecting with federal senators and representatives AHA Action Alert for Iowa residents (and AHA letter to Iowa Senate Education Committee) Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/political-science

The presidents of the American Historical Association and Organization of American Historians join the podcast to talk about the effects of historical censorship, data shredding, meaningful public education – and what everyone can do to fight back. After being sworn in as the 47th president, Donald Trump issued a slew of executive orders. The order entitled “Defending Women from Gender Ideology Extremism and Restoring Biological Truth to the Federal Government” declares that “It is the policy of the United States to recognize two sexes, male and female. These sexes are not changeable and are grounded in fundamental and incontrovertible reality. Under my direction, the Executive Branch will enforce all sex-protective laws to promote this reality...” This order has swiftly affected what people may read on websites or museum panels that describe historical events and artifacts. As a new joint statement from the American Historical Association and the Organization of American Historians recounts, “Some alterations, such as those related to topics like the Tuskegee Airmen and the internment of Japanese Americans during World War II, have been hurriedly reversed in response to public outcry. Others remain. The scrubbing of words and acronyms from the Stonewall National Monument webpage, for instance, distorts the site's history by denying the roles of transgender and queer people in movements for rights and liberation. This distortion of history renders the past unrecognizable to the people who lived it and useless to those who seek to learn from the past.” Dr. Beth English is Executive Director of the Organization of American Historians. Her research and teaching focus on the historical and contemporary labor movement, working-class issues, globalization, deindustrialization, and women in the workplace. She is the author of A Common Thread: Labor, Politics, and Capital Mobility in the Textile Industry, and co-editor of Global Women's Work: Perspectives on Gender and Work in the Global Economy. She has contributed to the Washington Post, NPR, Vox, Huffington Post, The New Republic, and other media outlets. Dr. James R. Grossman is executive director of the American Historical Association. Previously, he was vice president for research and education at the Newberry Library, and has taught at University of Chicago and University of California, San Diego. Among his many publications are the award-winning books, Land of Hope: Chicago, Black Southerners, and the Great Migration and A Chance to Make Good: African-Americans, 1900–1929. His articles and short essays have focused on various aspects of American urban history, African American history, ethnicity, higher education, and the place of history in public culture. His public facing scholarship includes work published in the Chicago Tribune, New York Times, Los Angeles Times, Time, The Hill, The Chronicle of Higher Education, and Inside Higher Education. Grossman has consulted on history-related projects generated by the BBC, Smithsonian, and various theater companies, film makers, museums, libraries, and foundations. He has served on the governing boards of the National Humanities Alliance, American Council of Learned Societies, Association of American Colleges and Universities, and Center for Research Libraries. Mentioned: OAH's Records at Risk Data Collection Initiative for individuals to report removed or changed material For federal workers who are interested in sharing their experiences, OAH's Emergency Oral History Project Arlington National Cemetery website removes histories highlighting Black, Hispanic, and women veterans National Center for Education Statistics (NCES) Removal of climate data from government websites Contribute to AHA and OAH 5calls ap for connecting with federal senators and representatives AHA Action Alert for Iowa residents (and AHA letter to Iowa Senate Education Committee) Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies

The presidents of the American Historical Association and Organization of American Historians join the podcast to talk about the effects of historical censorship, data shredding, meaningful public education – and what everyone can do to fight back. After being sworn in as the 47th president, Donald Trump issued a slew of executive orders. The order entitled “Defending Women from Gender Ideology Extremism and Restoring Biological Truth to the Federal Government” declares that “It is the policy of the United States to recognize two sexes, male and female. These sexes are not changeable and are grounded in fundamental and incontrovertible reality. Under my direction, the Executive Branch will enforce all sex-protective laws to promote this reality...” This order has swiftly affected what people may read on websites or museum panels that describe historical events and artifacts. As a new joint statement from the American Historical Association and the Organization of American Historians recounts, “Some alterations, such as those related to topics like the Tuskegee Airmen and the internment of Japanese Americans during World War II, have been hurriedly reversed in response to public outcry. Others remain. The scrubbing of words and acronyms from the Stonewall National Monument webpage, for instance, distorts the site's history by denying the roles of transgender and queer people in movements for rights and liberation. This distortion of history renders the past unrecognizable to the people who lived it and useless to those who seek to learn from the past.” Dr. Beth English is Executive Director of the Organization of American Historians. Her research and teaching focus on the historical and contemporary labor movement, working-class issues, globalization, deindustrialization, and women in the workplace. She is the author of A Common Thread: Labor, Politics, and Capital Mobility in the Textile Industry, and co-editor of Global Women's Work: Perspectives on Gender and Work in the Global Economy. She has contributed to the Washington Post, NPR, Vox, Huffington Post, The New Republic, and other media outlets. Dr. James R. Grossman is executive director of the American Historical Association. Previously, he was vice president for research and education at the Newberry Library, and has taught at University of Chicago and University of California, San Diego. Among his many publications are the award-winning books, Land of Hope: Chicago, Black Southerners, and the Great Migration and A Chance to Make Good: African-Americans, 1900–1929. His articles and short essays have focused on various aspects of American urban history, African American history, ethnicity, higher education, and the place of history in public culture. His public facing scholarship includes work published in the Chicago Tribune, New York Times, Los Angeles Times, Time, The Hill, The Chronicle of Higher Education, and Inside Higher Education. Grossman has consulted on history-related projects generated by the BBC, Smithsonian, and various theater companies, film makers, museums, libraries, and foundations. He has served on the governing boards of the National Humanities Alliance, American Council of Learned Societies, Association of American Colleges and Universities, and Center for Research Libraries. Mentioned: OAH's Records at Risk Data Collection Initiative for individuals to report removed or changed material For federal workers who are interested in sharing their experiences, OAH's Emergency Oral History Project Arlington National Cemetery website removes histories highlighting Black, Hispanic, and women veterans National Center for Education Statistics (NCES) Removal of climate data from government websites Contribute to AHA and OAH 5calls ap for connecting with federal senators and representatives AHA Action Alert for Iowa residents (and AHA letter to Iowa Senate Education Committee) Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/politics-and-polemics

The presidents of the American Historical Association and Organization of American Historians join the podcast to talk about the effects of historical censorship, data shredding, meaningful public education – and what everyone can do to fight back. After being sworn in as the 47th president, Donald Trump issued a slew of executive orders. The order entitled “Defending Women from Gender Ideology Extremism and Restoring Biological Truth to the Federal Government” declares that “It is the policy of the United States to recognize two sexes, male and female. These sexes are not changeable and are grounded in fundamental and incontrovertible reality. Under my direction, the Executive Branch will enforce all sex-protective laws to promote this reality...” This order has swiftly affected what people may read on websites or museum panels that describe historical events and artifacts. As a new joint statement from the American Historical Association and the Organization of American Historians recounts, “Some alterations, such as those related to topics like the Tuskegee Airmen and the internment of Japanese Americans during World War II, have been hurriedly reversed in response to public outcry. Others remain. The scrubbing of words and acronyms from the Stonewall National Monument webpage, for instance, distorts the site's history by denying the roles of transgender and queer people in movements for rights and liberation. This distortion of history renders the past unrecognizable to the people who lived it and useless to those who seek to learn from the past.” Dr. Beth English is Executive Director of the Organization of American Historians. Her research and teaching focus on the historical and contemporary labor movement, working-class issues, globalization, deindustrialization, and women in the workplace. She is the author of A Common Thread: Labor, Politics, and Capital Mobility in the Textile Industry, and co-editor of Global Women's Work: Perspectives on Gender and Work in the Global Economy. She has contributed to the Washington Post, NPR, Vox, Huffington Post, The New Republic, and other media outlets. Dr. James R. Grossman is executive director of the American Historical Association. Previously, he was vice president for research and education at the Newberry Library, and has taught at University of Chicago and University of California, San Diego. Among his many publications are the award-winning books, Land of Hope: Chicago, Black Southerners, and the Great Migration and A Chance to Make Good: African-Americans, 1900–1929. His articles and short essays have focused on various aspects of American urban history, African American history, ethnicity, higher education, and the place of history in public culture. His public facing scholarship includes work published in the Chicago Tribune, New York Times, Los Angeles Times, Time, The Hill, The Chronicle of Higher Education, and Inside Higher Education. Grossman has consulted on history-related projects generated by the BBC, Smithsonian, and various theater companies, film makers, museums, libraries, and foundations. He has served on the governing boards of the National Humanities Alliance, American Council of Learned Societies, Association of American Colleges and Universities, and Center for Research Libraries. Mentioned: OAH's Records at Risk Data Collection Initiative for individuals to report removed or changed material For federal workers who are interested in sharing their experiences, OAH's Emergency Oral History Project Arlington National Cemetery website removes histories highlighting Black, Hispanic, and women veterans National Center for Education Statistics (NCES) Removal of climate data from government websites Contribute to AHA and OAH 5calls ap for connecting with federal senators and representatives AHA Action Alert for Iowa residents (and AHA letter to Iowa Senate Education Committee) Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/law

The presidents of the American Historical Association and Organization of American Historians join the podcast to talk about the effects of historical censorship, data shredding, meaningful public education – and what everyone can do to fight back. After being sworn in as the 47th president, Donald Trump issued a slew of executive orders. The order entitled “Defending Women from Gender Ideology Extremism and Restoring Biological Truth to the Federal Government” declares that “It is the policy of the United States to recognize two sexes, male and female. These sexes are not changeable and are grounded in fundamental and incontrovertible reality. Under my direction, the Executive Branch will enforce all sex-protective laws to promote this reality...” This order has swiftly affected what people may read on websites or museum panels that describe historical events and artifacts. As a new joint statement from the American Historical Association and the Organization of American Historians recounts, “Some alterations, such as those related to topics like the Tuskegee Airmen and the internment of Japanese Americans during World War II, have been hurriedly reversed in response to public outcry. Others remain. The scrubbing of words and acronyms from the Stonewall National Monument webpage, for instance, distorts the site's history by denying the roles of transgender and queer people in movements for rights and liberation. This distortion of history renders the past unrecognizable to the people who lived it and useless to those who seek to learn from the past.” Dr. Beth English is Executive Director of the Organization of American Historians. Her research and teaching focus on the historical and contemporary labor movement, working-class issues, globalization, deindustrialization, and women in the workplace. She is the author of A Common Thread: Labor, Politics, and Capital Mobility in the Textile Industry, and co-editor of Global Women's Work: Perspectives on Gender and Work in the Global Economy. She has contributed to the Washington Post, NPR, Vox, Huffington Post, The New Republic, and other media outlets. Dr. James R. Grossman is executive director of the American Historical Association. Previously, he was vice president for research and education at the Newberry Library, and has taught at University of Chicago and University of California, San Diego. Among his many publications are the award-winning books, Land of Hope: Chicago, Black Southerners, and the Great Migration and A Chance to Make Good: African-Americans, 1900–1929. His articles and short essays have focused on various aspects of American urban history, African American history, ethnicity, higher education, and the place of history in public culture. His public facing scholarship includes work published in the Chicago Tribune, New York Times, Los Angeles Times, Time, The Hill, The Chronicle of Higher Education, and Inside Higher Education. Grossman has consulted on history-related projects generated by the BBC, Smithsonian, and various theater companies, film makers, museums, libraries, and foundations. He has served on the governing boards of the National Humanities Alliance, American Council of Learned Societies, Association of American Colleges and Universities, and Center for Research Libraries. Mentioned: OAH's Records at Risk Data Collection Initiative for individuals to report removed or changed material For federal workers who are interested in sharing their experiences, OAH's Emergency Oral History Project Arlington National Cemetery website removes histories highlighting Black, Hispanic, and women veterans National Center for Education Statistics (NCES) Removal of climate data from government websites Contribute to AHA and OAH 5calls ap for connecting with federal senators and representatives AHA Action Alert for Iowa residents (and AHA letter to Iowa Senate Education Committee) Learn more about your ad choices. Visit megaphone.fm/adchoices

The presidents of the American Historical Association and Organization of American Historians join the podcast to talk about the effects of historical censorship, data shredding, meaningful public education – and what everyone can do to fight back. After being sworn in as the 47th president, Donald Trump issued a slew of executive orders. The order entitled “Defending Women from Gender Ideology Extremism and Restoring Biological Truth to the Federal Government” declares that “It is the policy of the United States to recognize two sexes, male and female. These sexes are not changeable and are grounded in fundamental and incontrovertible reality. Under my direction, the Executive Branch will enforce all sex-protective laws to promote this reality...” This order has swiftly affected what people may read on websites or museum panels that describe historical events and artifacts. As a new joint statement from the American Historical Association and the Organization of American Historians recounts, “Some alterations, such as those related to topics like the Tuskegee Airmen and the internment of Japanese Americans during World War II, have been hurriedly reversed in response to public outcry. Others remain. The scrubbing of words and acronyms from the Stonewall National Monument webpage, for instance, distorts the site's history by denying the roles of transgender and queer people in movements for rights and liberation. This distortion of history renders the past unrecognizable to the people who lived it and useless to those who seek to learn from the past.” Dr. Beth English is Executive Director of the Organization of American Historians. Her research and teaching focus on the historical and contemporary labor movement, working-class issues, globalization, deindustrialization, and women in the workplace. She is the author of A Common Thread: Labor, Politics, and Capital Mobility in the Textile Industry, and co-editor of Global Women's Work: Perspectives on Gender and Work in the Global Economy. She has contributed to the Washington Post, NPR, Vox, Huffington Post, The New Republic, and other media outlets. Dr. James R. Grossman is executive director of the American Historical Association. Previously, he was vice president for research and education at the Newberry Library, and has taught at University of Chicago and University of California, San Diego. Among his many publications are the award-winning books, Land of Hope: Chicago, Black Southerners, and the Great Migration and A Chance to Make Good: African-Americans, 1900–1929. His articles and short essays have focused on various aspects of American urban history, African American history, ethnicity, higher education, and the place of history in public culture. His public facing scholarship includes work published in the Chicago Tribune, New York Times, Los Angeles Times, Time, The Hill, The Chronicle of Higher Education, and Inside Higher Education. Grossman has consulted on history-related projects generated by the BBC, Smithsonian, and various theater companies, film makers, museums, libraries, and foundations. He has served on the governing boards of the National Humanities Alliance, American Council of Learned Societies, Association of American Colleges and Universities, and Center for Research Libraries. Mentioned: OAH's Records at Risk Data Collection Initiative for individuals to report removed or changed material For federal workers who are interested in sharing their experiences, OAH's Emergency Oral History Project Arlington National Cemetery website removes histories highlighting Black, Hispanic, and women veterans National Center for Education Statistics (NCES) Removal of climate data from government websites Contribute to AHA and OAH 5calls ap for connecting with federal senators and representatives AHA Action Alert for Iowa residents (and AHA letter to Iowa Senate Education Committee) Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode of our podcast, host Sloan Simmons engages with Lozano Smith special education experts Aly Bivins and Josh Walden.  They discuss the recent trends and guidance in the arena of goal writing for special education students.  Aly and Josh provide insights on recent OAH decisions on point, and lessons learned from those due process outcomes. Show Notes & References 1:17 – Lozano Smith Podcast Episode 66 – Addressing Inclusion Confusion Following COVID (Listen here) 2:06 – The importance of annual goals (D.R. v. Redondo Beach Unified School District (9th Cir. 2022) 56 F.4th 636) (Client News Brief 15 - April 2023) 3:06 – Impact on Rachel H. decision (Sacramento City Unified School District v. Rachel H. (9th Cir. 1994) F.3d 1405) 3:52 – Recent Office of Administrative Hearings (OAH) decisions regarding goals 5:03 – OAH on clarity in goal writing 5:22 – South Sutter Charter School case (Student v. South Sutter Charter School (OAH 2024) Case Nos. 2023100030/2023100175) 8:47 – Meeting the "stranger test" 9:52 – Goals and relationship to instruction and services 10:24 – LAUSD case (Student v. Los Angeles Unified School District (OAH 2024) Case No. 2023100526) 11:38 – Separate goals in relation to specific areas of need 12:18 – S.W. v. Capistrano case standard (Capistrano Unified School District v. S.W. (9th Cir. 2021) 21 F.4th 1125; Student v. Capistrano Unified School District (OAH 2023) Case No. 2023050289) 13:40 – Including underlying conditions in goals 15:44 – Baselines and Ukiah case (Student v. Ukiah Unified School District (OAH 2024) Case Nos. 2024010195/2023100750) 19:11 – Big picture takeaways   For more information on the topics discussed in this podcast, please visit our website at: www.lozanosmith.com/podcast.

OAH 2 - 3-24 - BRIAN GELDMACHER AND JASON RUDE - PART II by WFYL 1180 AM

OAH 1 - 27 - 24 - BRIAN GELDMACHER AND JASON RUDE - PART I by WFYL 1180 AM

OAH 3 - 30 - 24 - AIR by WFYL 1180 AM

OAH 3 - 23 - 24 - AIR by WFYL 1180 AM

OAH 3 - 16 - 24 - AIR by WFYL 1180 AM

OAH 4 - 6-24 - AIR by WFYL 1180 AM

OAH 2 - 17 - 24 - AIR by WFYL 1180 AM

OAH 12 - 23 - 23 - AIR by WFYL 1180 AM

OAH 1 - 6-24 - -Dave Stull - -The Pentagon Papers - Daniel Ellsberg- AIR by WFYL 1180 AM

OAH 1 - 6-24 - DAVID STULL - PART I by WFYL 1180 AM

OAH 1 - 20 - 24 - DAVID STULL - PART II by WFYL 1180 AM

OAH 2 - 10 - 24 - AIR by WFYL 1180 AM

OAH 12 - 16 - 23 - AIR by WFYL 1180 AM

OAH 10 - 14 - 23 - BECK STEPHENS - -BENEDICT ARNOLD - PART 2 by WFYL 1180 AM

OAH 11 - 4-23 - Nicole Duran - -JohnAdamsCharterSchool - CA - -Part 1 - -Air by WFYL 1180 AM

OAH 11 - 25 - 23 -NICOLE DURAN - JOHN ADAMS ACADEMY - PART 2 by WFYL 1180 AM

OAH 12 - 2-23 - AF Vet -NY State Trooper Howie Allen by WFYL 1180 AM

OAH 12 - 9-23 - MIX by WFYL 1180 AM

OAH 8 - 26 - 23 - -MIKE LEBSOCK - -John Adams PART 2 by WFYL 1180 AM

OAH 9 - 23 - 23 - PAUL SANBORN - -THE U.S. Intelligence Ship USS LIBERTY - -9 - 23 - 23 - -AIR by WFYL 1180 AM

OAH 9 - 30 - 23 - PAUL SANBORN - -Attack On USS Liberty - -Part 2 by WFYL 1180 AM

OAH 9 - 9-23 - JIM CRIST - -BATTLE OF PAOLI - - HERITAGE DAY - -9 - 9-23 by WFYL 1180 AM

OAH 6 - 3-23 - -Salina Baker - Author - Nathaniel Green - -Part 1 by WFYL 1180 AM

OAH 5 - 20 - 23 - Lydia Nuttall - -Dennis Leavitt - -Freedom Village Part 2 - -5 - 20 - 23 by WFYL 1180 AM

OAH 8 - 19 - 23 - MIKE LEBSOCK - -John Adams Part 1 by WFYL 1180 AM

OAH 8 - 12 - 23 - FER KIRSHNER - -GRIMKE SISTERS - -PART 2 by WFYL 1180 AM

OAH 8 - 5-23 - -Fer Kirshner Re. Abolistionists Sarah - -Angelina Grimke - -Part 1 by WFYL 1180 AM

OAH 9 - 2-23 - -JIM CRIST - -THE SANDERSON MUSEUM - -9 - 2-23 by WFYL 1180 AM

OAH 5 - 13 - 23 - Lydia Nuttall - -Dennis Leavitt - -Liberty Village Part 1 - -5 - 13 - 23 by WFYL 1180 AM

OAH 4 - 15 - 23 - FOUNDING MOTHERS - -PART 2 - -4 - 15 - 23 by WFYL 1180 AM

OAH 4 - 22 - 23 - FOUNDING MOTHERS - -PART 3 - -4 - 22 - 23 by WFYL 1180 AM

OAH 4 - 8-23 - FOUNDING MOTHERS - -M.Washington - -A.Adams by WFYL 1180 AM

OAH 3 - 18 - 23 - Rebecca Price Janney - -Asbury Revival - -Past -Present - Part 1- 3 - 18 - 23 by WFYL 1180 AM

OAH 3 - 11 - 23 - Lydia Nuttall - -Lexington - Concord - Part 4- 3 - 11 - 23 by WFYL 1180 AM

OAH 3 - 25 - 23 - Rebecca P.Janney - -Asbury Revival Part 2 - - 3 - 25 - 23 by WFYL 1180 AM

Select 178: Mixed by OAH OAH, a Saudi musician, producer, DJ, former rapper and event organizer whose breakthrough came in 2021 hosting the first of his Circuit Event series in El Gouna, Red Sea, Egypt featuring Swiss headliner Jimi Jules. In 2022 OAH moved to Paris where he honed his skills and made further headway in his DJ career, sharing the stage with heavyweights on stages across MENA and Europe with the likes of Adam Port, HVOB, Sam Shure, and Matthew Dekay. Get to know more the young selectors' sound and float through this groove-filled, gliding house set featuring the likes of Sun Ra & Armonica, Matthias Meyer, Gab Rhome and a couple of his own unreleased works. www.scenenoise.com

OAH 3 - 11 - 23 -LYDIA NUTTALL - -LEXINGTON - CONCORD PART 4 by WFYL 1180 AM

OAH 3 - 4-23 - AIR by WFYL 1180 AM

In this episode, I speak with Maggie Favretti. Maggie Maggie Favretti has spent over 35 years happily helping her students to ask, “why not now?” Maggie has won scholarship and teaching awards from three professional historical organizations (WHA, AHA, OAH), a national organization of bankers (Sallie Mae Foundation Teacher of the Year), and a national organization of student leaders (21st-century Teacher of the Year). She has been recognized by President Obama for her work in environmental education, and by the Sousa Mendes Foundation's Freedom Award for her work facilitating the next generation of rescuers, Students for Refugees. By far her greatest joy has been devising opportunities for students (and teacher-facilitators) to tap into their innate creativity, resourcefulness, and collaboration across disciplines, using design thinking to solve complex problems in their own communities and beyond. In this episode we discuss:

NZ MUSIC SHOW Prince Tui Teka - Maringa Noa Nga Roimata Oceania - Pukaea (The Trumpet) Hasji

On January 13, 2022, after staying up late to finish my last post/podcast, I woke up to find a message in my inbox from the CAPCAA listserv that included a very comprehensive-looking report published by a group referring to itself as "The Office of Administrative Hearings Special Education Task Force," with the email address of oahspecialedreport@gmail.com. The members of this task force are not identified in the report. The report identifies its authors as follows: Authors/Contributors: This accountability report is provided by the Office for Administrative Hearings Special Education Task Force, a coalition of concerned attorneys, advocates and parents. Many of these contributors conducted research, collected and organized the information, and assisted in the writing of this report. Bias, Noncompliance and Misconduct In Special Education Due Process: An Accountability Report on the California Office of Administrative Hearings Special Education Division, January 2022 Given the degree of retaliation that anybody calling out the California Office of Administrative Hearings (OAH) could easily face in the current anti-democratic climate of American politics, these days, I can't say I'm entirely surprised that the individuals responsible for this report have not named themselves in it. That could be really a good way to find some "good ol' boys" burning crosses in their yards and planting pipe bombs in their hedges on behalf of some tax-fattened, suit-wearing carpetbaggers. So, I can't discount the report for lack of identified authors. That leaves nothing but the content of the report with which to judge its legitimacy, but that's almost better. It's like a blind audition on The Voice; it doesn't matter what you look like if you have a good voice. What you have to say and how you say it matters more than what your name is or what you look like. So, that's how I'm looking at this report. In these troubling times, I'm willing to accept verifiable facts from anonymous authors truly fearing for their own safety if they dare to speak the truth. I will not accept unverifiable assertions being openly spewed by people saying whatever will get them attention. So, let's examine the assertions being made by this report. This Task Force's report follows a professional format for organization and presentation of its information, but it's not a legal brief or scientific paper. Not every assertion is supported by black-and-white evidence, but the assertions not supported by evidence are nonetheless consistent with those assertions that are supported by evidence. Additionally, because I work extensively in the very areas of concern targeted by this report, all of it rings true with the experiences that I've lived as a professional over the period of time discussed in this report. That which is not outright supported by evidence in this report is nonetheless credible to me given the evidence that is presented and what I already know to be true from real-life experience. While anecdotal accounts were added to the report to bolster the authors' positions, the identity of those offering these accounts are unknown, so verifying them is impossible. Again, concerns about retaliation and privacy are legitimate, so I don't want to discount the privacy concerns of the authors, but one of the first rules of proving the veracity of a document is authenticating its content with its authors. That's just a basic rule of evidence. At some point, for this document to be taken seriously by regulators and/or legislators, its authors will have to reveal themselves. Putting aside the authorship issues for the moment and delving into the actual content of this report, what this report is basically asserting is that OAH, which is a division of the California Department of General Services (DGS), is organizationally compromised relative to its obligations to try special education cases pursuant to the Individuals with Disabilities Education Act (IDEA). The report supports these arguments with references to a collection of publicly available documents. These arguments appear sound and supported by credible evidence, in my opinion. Of particular note to me were its references to the November 15, 2021 study conducted by CDE titled, California Special Education Governance and Accountability Study, as well as news that the courts finally resolved the issue of continued distance learning for medically vulnerable children on IEPs. This latter issue affects one of our families and I've been waiting to hear about this situation. The Task Force's assertions in its report are also consistent with my experiences dealing with OAH since it took over the hearings in 2005. In fact, I first became a paralegal in 2005 and witnessed the very shenanigans reported by the Task Force with the change-over from the Special Education Hearing Office (SEHO) to OAH that same year. It was a dumpster fire inside of a clown car that had crashed into a train wreck, to put it mildly. OAH underbid SEHO in terms of the costs of conducting special education mediations and hearings by failing to include the costs of administrative support and sending mediators and judges around the State to handle each case in its local community, which allowed OAH to come under SEHO's bid by several million dollars, as memory serves. The moment it opened its doors for business, it was already millions of dollars over-budget from what it had bid to get the business from SEHO. The quality of the judges from OAH was atrocious out of the gate. One then-new judge went down in California special education parent/student legal history for the angrily and stupidly stated words, "Ms. [Attorney], what does autism have to do with behavior!?!" When you have people who have no idea what anybody is talking about deciding the futures of children who have no voice of their own in the process, those of us who are trying to protect these children become almost as powerless as the children we're trying to protect. We were, and continue to be, faced with people entrusted with responsibilities that are clearly light years beyond their actual skills and knowledge, and the authorities and powers that go with those responsibilities. What is the point of having the rule of law if the people responsible for enforcing it are personally incentivized to break it or are otherwise too dumb to know how to enforce it? We're paying these people to implement the regulations, not to invent excuses as to why they don't have to and bully the rest of us if we dare to question them. I've been saying for the last 30+ years that special education issues are civil rights issues, and if our babies aren't truly protected, then none of us really are. The national political landscape appears to support my conclusions, not that I'm happy to be right about that. Marginalized groups with specifically identified protected rights are always the first ones targeted by fascists, so special education is really a "canary in the coal mine" when it comes to American democracy. Clearly, we're not doing that well and this Task Force is seeing a lot of the same things I'm seeing. Regardless of the authorship issue, which I suspect will be resolved in due time, the evidence cited in this report and the consistency of what it describes with what I live and breathe everyday inclines me to treat it as credible, though if anyone can find an inaccurate assertion in it, please post a comment and let me know. At minimum, another federal investigation is warranted based on this report, but I don't know that going to the U.S. Department of Education's Office for Civil Rights (OCR) is the right way to go, now. As the report discloses, there was already an OCR investigation in 2014 of the California Department of Education (CDE) as it pertains to making its hearings accessible to individuals with disabilities. I won't repeat the anecdotal account of what that was all about, here; you can read it yourself in the report. But, I warn you, it's upsetting. I wish I could say it was too outlandish to be true, but it sounds just about right for OAH and CDE, based on my own experiences. Last year, just to give you an example from my own caseload, I filed a compliance complaint with CDE against a local school district for failing to implement all of a student's IEP during the pandemic-related shutdown. The most critical element of the complaint was the district's failure to provide in-person 1:1 aide services, as required by the child's IEP. Instead, the district put the aide for this non-verbal, inattentive, prompt-dependent child with autism on Zoom, requiring the child's mother to be the in-person aide helping her child access Zoom, constantly cueing him attend to the online instruction, and prompting him through all of his work tasks to completion. The aide could only sit there, staring at them through the screen, completely useless ... at taxpayer expense. The aide was willing to provide in-person support and the non-public agency (NPA) that employed the aide was ready to send her to the student's house in a mask for in-person services during distance learning, but the district wouldn't permit any in-person services during shutdown. This single parent ended up selling her condo and moving, with her children, in with family friends, in no small part because she couldn't work a paid job while sitting at home serving as the free aide for her child with special needs throughout each school day while the paid aide sat in her own home on Zoom, unable to do her actual job. This was a blatant violation of State and federal law that the district kept blaming on the county's health department. I challenge anybody to find a legal authority that gives a county health department the authority to tell a school district that it doesn't have to abide by the IDEA. After attempting to get the district to do the right thing by way of written correspondence and the IEP process to no avail, I filed a regulatory complaint with CDE. CDE opened an investigation based on what I alleged through its complaint intake unit, but then the investigator subsequently assigned to the complaint materially altered the nature of the investigation and cited the district for a different violation of the law than what I had originally alleged, and failed to issue a finding regarding the original allegation I'd made about the aide. The investigator's findings then went to yet another unit within CDE that developed the order for corrective actions, which included compensatory special education instruction for lost service minutes, but it was silent regarding aide support during those compensatory services. Think about this for a minute. I alleged in my complaint that the district failed to provide aide support during distance learning. The intake unit opened an investigation in response to my complaint based on the allegation of the district's failure to implement the IEP as written, specifically with regard to 1:1 aide support. The investigator found that the district failed to implement all of the instructional minutes in the IEP, but issued no finding regarding the 1:1 aide support. The corrective actions unit ordered compensatory instruction to make up for lost service minutes, but there was no mention of aide support. Once corrective actions have been ordered by CDE and its findings are sent out to the parties, the offending education agency has to provide proof of corrective actions to yet another unit of CDE. When I called that unit to get clarification as to whether the compensatory service minutes were supposed to include the 1:1 aide support called for by the IEP, that unit's response was, "Yes." The offending district's attorneys (definitely of the Rudy Guilliani/Syndey Powell variety), however, said, "No." They then tried to fight with CDE over whether or not the compensatory service minutes had to include the same 1:1 aide support the student required throughout the school day in every other instructional setting, as per his IEP, likely billing the district by the hour the whole time. What ensued turned into an internal feud within CDE. The unit at CDE responsible for collecting proof of corrective action from the district insisted that, because the IEP called for 1:1 aide support during any and all instruction, it was understood that 1:1 aide support also had to be provided during the compensatory services ordered. But, not everybody involved with the investigation at CDE agreed. What I came to suspect was that the investigator and legal department at CDE had deliberately steered my complaint away from its original allegations for presumably fiscal and/or political reasons. It certainly had nothing to do with CDE abiding by its obligations or making the district comply with the law. It had absolutely nothing to do with protecting the educational and civil rights of a little boy with autism who can barely talk and needs an aide to access his education. Reading through this Task Force's report, I'm now seeing that experience again through new eyes. The argument the CDE is fiscally motivated to find it does nothing wrong and neither do its districts, regardless of the facts, as asserted by the Task Force, resonates with me as true. Another compelling argument asserted by this report that also rings true for me is that DGS exists for the purpose of cutting costs, not ensuring the State's compliance with federal mandates or protecting the rights of citizens. The report further argues that, as an integral part of DGS, OAH also exists for no reason other than to control costs and not to protect the rights of California's citizens. As such, the Special Education division of OAH is not organized in a manner consistent with the requirements of the IDEA that special education hearings and mediations be conducted by impartial parties whose only function is to protect the educational and civil rights of students with disabilities. A State employee who is being told their primary function is to save money should not be in charge of making sure the State abides by the IDEA. It's an outright conflict of interest, which this Task Force asserts in its report. This isn't just a philosophical assertion; it's a regulatory requirement. The IDEA requires education agencies to design and implement individualized programs of instruction that confer appropriately ambitious educational benefits upon each student according to his/her/their unique circumstances, regardless of cost. A State agency that exists to cut costs should not be making programming decisions in situations in which it is unlawful for cost considerations to be used to determine who will get what. That, to me, explains a lot of the hyper-Republicanism (in the present-day fascist sense of the term, not the former "Party of Lincoln" sense of it) going on in California's special education system. And, I'm willing to go out on a limb and say that, back in 2005, right-wing grifters were responsible for giving the special education due process business back to OAH. One of the sleaziest special ed law firms there ever was, which happened to be the largest special ed law firm representing school districts in California at the time, was Lozano Smith. It was instrumentally involved in getting the due process hearings switched to OAH in 2005. All of this came on the heels of No Child Left Behind (NCLB) in 2004, which resulted in changes to the IDEA. Those changes created an opportunity for anti-student and anti-parent forces to lobby for changes to how California handled its special education matters, from changes to State law, to changing who enforced the laws from SEHO to OAH. However, in 2005, something else big happened involving Lozano Smith, right after OAH took the special education hearings back over. Lozano Smith will live on in infamy, at least in my mind, for decades to come following two public displays of anti-democratic behavior. The first was its epic 2005 faceplant in the matter of Moser v. Bret Harte Union High Sch. Dist. (366 F. Supp. 2d 944 (E.D. Cal. 2005)), which made the news. The second public example that stands out in my mind was its 2014 amicus brief to the U.S. Supreme Court opposing protections for special education students under the Americans with Disabilities Act (ADA) in the matter of K.M. v. Tustin Unified Sch. Dist., 78 F. Supp. 3d 1289 (C.D. Cal. 2015). This second example didn't steal headlines, but the actual outcome of the case was huge for students with special needs regarding their disability-related communication needs. If special education advocacy has been the "canary in the coal mine" of American democracy, Lozano Smith has been one of the Mitch McConnell-esque specters of obstructive fascism that has been trying to snuff the voices of "canaries" like me for decades. I'm convinced that every single unrepentant person who had a hand in the Bret Harte mess and anything else like it will have a special place waiting for them in Trump Tower Hell, when they die; perhaps it will be named the Lozano Smith Suite. In the present, all of the concerns raised by this Task Force's report are grounded in the realities I deal with every day. The fact that the authors fear to reveal their identities is also grounded in the harsh reality that the fascists aren't even trying to hide the fact that they are coming for us, anymore. Anybody who stands up for civil rights, these days, is a target, and I realize that includes me just by saying so. Here's the thing, though. Those of us accustomed to dealing with special education issues who understand Applied Behavioral Analysis (ABA) also know an Extinction Burst when we see one. So long as those of us who see this Extinction Burst for what it is continue to abide by our professional ethics, stand our ground, and stick to the applicable science and rule of law, none of the self-serving histrionics of those with anti-democratic tendencies within our government will overcome our fact-based arguments. We have to keep acting like we live in a democracy or it stops being one. We may lose battles on occasion, particularly in those States currently permeated by maskless, unvaccinated seditionists spreading COVID as readily as their lies, but the only way we lose the overall initiative is if democracy fully collapses in the United States. All of us "canaries" need to start beating our wings and squawking loudly as the voices of experience when it comes to fighting fascism within America's government, or it's curtains for all of us. It's not shocking news to any of us that the fascists are targeting local government, including school boards, as a means of seizing control of the country. That's nothing new! That's what all of us working in special education advocacy have been up against since the original laws that protect our children were passed in the 1970s. To the rest of the Country, it's unfortunate that it's now happening to you, too, but we welcome you to the front lines and look forward to working with you to win this soft civil war currently being fought over basic rights and the rule of law in America. To our colleagues fighting similar battles on behalf of other marginalized groups, we look to unify with you. When it comes right down to it, those of us who exist in marginalized groups collectively outnumber the few individuals at the center who put us in their margins. In a democracy, majority rules. The minority of individuals who want to rob the rest of us of our rights cannot oppress a unified majority. Special education rights are human rights, just like ethnic rights, gender rights, sexual orientation rights, relationship rights, etc. If all of us whose rights are being infringed upon join forces instead of competing for the crumbs that fall from the would-be oligarchs' tables, we can be sitting at the table eating meals full of freedom with everybody else, instead.

  Now that the Fall 2021 half of the regular school year has come to an end and all the students on my caseload are on Winter Break, I'm taking advantage of the break from back-to-back Individualized Education Program (IEP) meetings to reflect on the most serious issues I've had to deal with so far during this first half of the current school year.   While I've had to deal with a lot of different challenges, it is the impact that the lack of appropriate services during shutdown, from March of 2020 to August or September of 2021, that has hit hardest. It's been the absolute most hardest on my students with intensive behavioral services in their IEPs who have suffered the most regression and lost educational benefits. School districts all over Southern California, and likely elsewhere throughout the State and beyond, refused to provide in-person services to children on IEPs who required them in order to continue learning during shutdown.   This was in spite of explicit changes to State law that mandated in-person services for those special education students who needed it and compensatory education for any special education students who lost educational benefits during shutdown. Not only were in-person services denied, compensatory services are still being denied as school districts act like their students' regression has nothing to do with the fact that the districts failed to provide in-person services to these children during shutdown.   What was done instead? Aides employed originally to provide direct, in-person support to these students in the classroom setting were put on Zoom, Google Meets, Microsoft Teams, or whatever else platform their employers were using for distance learning as remote participants. How in the Hell an aide on Zoom was supposed to provide the supports necessary to facilitate the student's participation in online learning via Zoom was anyone's guess. It consistently failed to work.   Further, even though the new laws clearly made it an option, only one of my students' districts hired a non-public agency (NPA) to provide in-person behavioral support services in the student's home during distance learning so the student's behaviors could not be permitted to allow him to escape/avoid the instruction. Instead, they rewarded his participation and prompted him to return to task when his attention wandered, so he was able to make excellent academic progress during distance learning.   What he wasn't able to work on was his social skills with peers and adults in normal everyday settings. When he returned to on-campus learning, his classroom behaviors became increasingly challenging and the behaviors of the other students in the class became escalated in response. It eventually got so bad that the other students in his non-public school (NPS) classroom assaulted his NPA behavior aide because they blamed her for keeping him in their class. He triggered them that badly.   We ultimately changed his placement right before Winter Break started and a due process case for the involved district's utter failure to offer or deliver a Free and Appropriate Public Education (FAPE) for the last two years is now pending. Settlement is entirely possible, which I can't discuss in detail, and the IEP team has come up with a strategy to hopefully salvage his education for the moment, but this is a student who is able to meet academic standards in spite of his grossly impaired social skills.   Our concern is that he will graduate with a diploma and get arrested the next day for acting out in public. His behavioral needs have been exacerbated by shutdown because he didn't get any instruction or practice in behaving in socially appropriate ways when in-person with peers or adults at school. In part, this was because the NPS he had attended had a “philosophy” that failed to conform with the evidence-based scientifically valid practices of the NPA that was providing his behavioral interventions.   As such, NPS staff regularly failed to abide by the Behavioral Intervention Plan (BIP) in the student's IEP, much to the frustration of the NPA experts who had designed it and much to the danger of the Behavioral Intervention Implementation (BII) staff who was assaulted by my student's classmates because he made them so upset. Rather than work collaboratively with the experts hired to address his behaviors using methods proven to work by science, the NPS staff would engage in ad hoc interventions based on whatever ideas popped into their science-denying minds in the given moment, none of which worked.   Most of the students in the NPS had mental and emotional health needs, many of which arising from past trauma, but our student had autism and just didn't know how to read the room. It was dubious as an appropriate placement from the outset, but the ecological factors of the on-campus setting weren't a problem during distance learning.   It wasn't until our student, who not only has autism, but also ADHD, started attending on-campus, which required him to be in transport between home and school for a total of five hours per day, and then attempt to behave in a socially appropriate manner among other students with serious mental and emotional health needs, that things really fell apart. He might as well have been put into a rocking chair in a room full of long-tailed cats.   The harm was inevitable. And, as always, he's being blamed and vilified while no one from his school district offers something appropriate to his needs. We're hoping the interim placement he has for now will benefit him more than where he's been, but it's still less than ideal. It may take a judge to figure it all out.   I've had two other students on my caseload face expulsion just within the last few weeks. One student's case just recently settled after the involved school district attempted to assert that behaviors that were clearly associated with the student's disabilities somehow magically were not, during a Manifestation Determination (MD) IEP meeting.   The only way for a parent to appeal an MD IEP meeting outcome is to file for due process. Because the student is facing expulsion, the hearing is automatically expedited. This gives parents very little time to prepare for hearing, much less find adequate representation.   I was able to refer this family to an attorney right away who was able to handle the MD appeal via due process. We were lucky to find a really good attorney who could take the case right away and handle it. Most of my attorney colleagues are overwhelmed with the volume of cases they are getting, right now. The violations are everywhere, evidently, and this failure to provide in-person services during shutdown when they truly were needed seems to be a recurring theme.   This case settled because we were able to move quickly through the process and find a good attorney who could handle going to an expedited hearing if necessary or otherwise negotiate an appropriate settlement. Not everybody is having that same experience, these days. This family was lucky. The violations in this student's case were pretty egregious and the attorney was able to convince the involved school district that it wasn't worth going to hearing.   My other student facing expulsion still awaits a decision from school site administration as to whether the principal should just let the IEP team effect a change in placement for special education reasons rather than subject this student to expulsion proceedings. Again, the involved school district tried to claim that the student's disability had nothing to do with the behaviors, which was simply ridiculous.   The student already had behavioral interventions built into his IEP to address the very kinds of behaviors for which he was in trouble. He had a history of escalating to the most outlandish behaviors he could think of to come right up to the line and just barely cross it enough to get himself kicked out of school to avoid the instruction. He hated it that much.   He had transitioned to his current placement in a Special Day Class (SDC) for special education students with behavioral challenges from a special school where all the students had behavioral challenges at the start of the 2019-20 school year and had been largely successful for most of that school year, until the shutdown started in March 2020. During that time, his targeted behaviors of work refusals and avoiding the classroom setting altogether were entirely reinforced by being stuck at home on the computer while the aides from his SDC were also in their own homes using their district's online meeting platform.   There was no one in his home trained in the interventions that were necessary to compel his compliance with teacher directions. There was no one who could make him even login. He had a baby sister at home and his mother was not about to have him triggered into angry outbursts in the home by trying to convince him to participate in the instruction with a baby in the house. Further, his mother was medically fragile and required multiple surgeries throughout the shutdown and afterwards. She was in no position to handle the angry outburst of a frustrated teenager with no impulse control due to ADHD struggling with the work because of a co-morbid learning disability.   We have a complaint pending before one of his school district's regulatory agencies in response to its mishandling of his behavioral needs to date. He is now pending expulsion for a behavior we're fairly convinced he engaged in so as to be kicked out of school. We don't believe he ever had any intent to hurt anyone, but he did enough wrong for someone who doesn't understand the function of his behaviors to think he might pose a credible threat. Law enforcement determined he posed no threat. It appears that district personnel may have exaggerated the severity of the behavior on purpose to justify expulsion.   All that said, the expulsion case may be dismissed if the district agrees to simply let the IEP team refer this student back to his previous placement at the special school. It was successful in preparing him for his transition to a comprehensive high school placement before shutdown; it should be able to return him to that state and help him transition back, again, with success. We also have a ton of new assessments pending to figure out what the most appropriate IEP for him should be, going forward.   This situation may deescalate before it has time to turn into a full kerfuffle. If we can all just agree to work together to address this student's serious behavioral regression through the IEP process and avoid the expulsion process altogether, particularly given that this district is being looked at very closely by one of its regulators right now for failing to adequately support this student thus far, already, we can implement a solution that will eliminate the parent's need to pursue accountability.   The goal isn't to nail the school district's hide to the wall; the goal is to get the student appropriately served as quickly as possible. Nailing hides to walls should only take place if it's absolutely necessary to get a student appropriately served as quickly as possible. It's a last resort option.   I have yet another student whose case is pending settlement, hopefully. It would be foolish on the part of his school district to allow it to go to hearing. I can't discuss much about it while it's pending settlement, but suffice it to say his school district totally blew it by failing to provide in-person behavioral services and supports during shutdown.   He has a host of learning challenges including partial vision loss, severe autism, intellectual disability, a seizure disorder, extremely limited communication skills, and self-injurious behaviors that frequently result in property damage in his home. His windows now have Plexiglas® panes and the dry wall in his home has been replaced so often, his family has lost count. He has made frequent trips to the emergency room and urgent care for medical treatment after hurting himself during an outburst. He has hurt his petite mother by accident.   He's now a young adult who is still eligible for special education and he's had these behavioral challenges his entire life. He's been a student of the same school district his entire public education career. It's not like they don't know what he needs. Before shutdown, he received intensive 1:1 and 2:1 behavioral supports throughout the school day to keep him safe and engaged in the instruction. He got none of that at home during shutdown.   His mother was left to be his 1:1 aide support during distance learning over a computer while his actual aide support staff stared back at him from the screen from their own homes. He was immediately triggered into violent outbursts because he didn't understand why he wasn't at school with these people instead of looking at them on a computer screen. His participation in distance learning had to stop immediately for his own safety and that of his mother. It's been a struggle ever since to get an offer of appropriate services in his IEP as a prospective matter of FAPE, much less with respect to all of the compensatory remedies he's due.   This student's case has been referred to a different attorney than the one mentioned above, but also an amazingly talented and smart one. Because settlement terms are still being discussed, I can't speak much further to the matter, but I think the point is made that this is happening way too much. We've got too many kids who didn't get what they needed during shutdown who are now owed compensatory remedies and they have until March 2022 to file for due process on their claims.   Special education attorneys who represent families are working at capacity with respect to their caseloads. That said, there have now been enough cases litigated and settled since the increase in claims began that openings are starting to come on many caseloads. Others are bogged down by appeals, which are largely occurring in the federal District Courts.   Some attorneys are having an easier time these days than others, just depending on whether they get good judges at the due process level, or have to work the appeals system before they get to someone willing to take the time to really listen to the arguments and examine the evidence relative to the rule of law and applicable science. That's always the chance that attorneys take with these cases, and it's not fun to work the appeals, I promise you.   I've provided paralegal support on cases all the way up to the 9th Circuit Court of Appeals, and there is nothing more tedious than a Table of Uncontroverted Facts, because there are always facts that become controverted between the parties. The back-and-forth between the parties about what facts were agreed to, which ones were disputed, and all the references to the evidence and testimony on the existing record from the original due process case and previous appeal to the District Court that supposedly supported each party's asserted facts, became one of the most exhausting exercises I've ever engaged in as professional. I have ADHD – Inattentive Type, myself, so trust me when I say it was grueling.   Litigation should always be the very last resort to solving a special education problem, but these days it's been necessary. For those of you finding yourselves in similar circumstances, I'd like to share a decision from the California Office of Administrative Hearings (OAH).   I downloaded the PDF of this decision just in case it ever gets taken down in the future, and have uploaded it to our site. Click here to download the PDF of this due process decision from California in which the Administrative Law Judge (ALJ) found in favor of a student who was deprived of educationally necessary in-person behavior services during shutdown, if the link to the OAH site doesn't work. In this case, the ALJ ordered compensatory services as remedies to the student.   If this decision can help you argue for resolution to your own child's lost educational benefits during shutdown, whether via due process or just a sensible discussion with your school district's representatives, it will have served its purpose as a persuasive authority on the subject. If you find it necessary to hire an attorney to file for due process over shutdown-related deprivation of educational benefits, be sure to share this authority with your attorney. They may have very well already seen it, but if you can relate the facts of your own child's case to the facts of this due process case linked to here, you will help bring your attorney up to speed regarding your child's claims, so you can timely file your case before March 2022.   You may also choose to use this decision to support your arguments as you advocate for your own child in the IEP process as a parent. If you share this decision with your school district's IEP team members and relate the facts of your child's situation to the similar facts in this due process case, presuming your child's case follows a similar pattern of a denial of behavioral services from his/her IEP during shutdown, your school district may be compelled to work with you rather than have you lawyer up and then have to deal with the costs of a legal action.   Parents' attorneys' fees and costs can be recovered from the offending school districts as a condition of settlement or upon prevailing in due process or appeal. School districts are smart to work things out through Informal Dispute Resolution (IDR) Agreements or Confidential Settlement Agreements, if they can. The costs of due process and any subsequent litigation are far too great for taxpayers to fund when those dollars could be spent on educating children, instead. Spending education dollars on fights over the deprivation of educational benefits just adds insult to injury, honestly.   The evidence is increasingly making clear that far-right politics have way too much influence on public education at various levels of government, from local to state to federal education agencies. This is how public service was infiltrated at its weakest point. Extremists would get elected by an uniformed or misinformed electorate, then hire their cronies to work for them within their agencies, undermining the efficacy of local government while mishandling the finances in order to “prove” that government doesn't work while arguing for increased local control and reduced regulatory oversight.   Then they pay themselves more than they'd ever earn in the private sector where job performance matters as they slash resources to those expected to actually deliver on the agency's mandates who work beneath them. This is the climate in which special education violations occur. This is why public agencies defy the regulations to the detriment to some of our most vulnerable children, many of whom coming from low-income households whose parents are often at a loss as to how to fight back. Most parents won't do anything because they don't know what to do and don't realize how badly their children are being hurt in the long run.   If you are a parent whose child did not get appropriate services during shutdown, and who has regressed and may require compensatory services to be brought back to where he/she should be in school, right now, you're not alone. Whether you negotiate resolution on your own with you local education agency or hire someone to help you, know that many other parents have already started to fight this same fight before you, and some really helpful decisions are coming out of the various venues that can help bolster the arguments you and/or your representatives make on behalf of your child.   I hope this helps you put your own child's situation into perspective and gives you some ideas on how to go forward in the most constructive and least adversarial way possible. I can only imagine the other families' stories that out there similar to the ones I've described and the case captured by the decision linked to above. All of you are in my heart and I'm praying for you all.

Morgan Godvin joined me last week to talk about Oregon's Measure 110, which decriminalized all drugs around one year ago. In this powerful conversation, we discuss the results of decriminalization, the increase in overdoses nationwide, fentanyl(s) and how we can prevent them from flooding the streets, thefts of desperation, Medication Assisted Treatment success and the stigma that goes with using drugs like Methadone or Suboxone, the cost of doing time in prison, and much more. Morgan has tons of work available with an internet search. You can read her Marshall Project piece, "I thought Going to Jail would get me Clean: I was Dead Wrong." Morgan also published an article about Oregon's drug decriminalization efforts. She also came on my podcast last year to talk about her convictions, time in prison, and recovery after release: available here.Morgan also appeared on a recent episode of The Tamron Hall show.

Following COVID-19 school closures during the 2019-2020 school year, many school districts are faced with making determinations regarding potential compensatory education for their special education student populations.  Host Sloan Simmons discusses the concept of compensatory education and school closures with Lozano Smith special education experts Marcy Gutierrez and Collen Villarreal, including important factors for districts to consider on this subject and the latest OAH rulings on point. Show Notes & References 2:29 – FAPE obligation and distance learning 3:11 – Bd. of Ed. v. Rowley (1982) 458 U.S. 176; Endrew F. ex rel. Joseph F. v. Douglas County Sch. Dist. RE-1 (2017) 580 U.S. ___, 137 S.Ct. 988 3:51 – Cal. Exec. Order N-26-20 (March 13, 2020) 8:35 – Compensatory education overview 10:17 – Equitable factors 15:50 – Anaheim Elementary School District v. Student (2020), OAH Case No. 2020090678 19:20 – Questions and Answers on Providing Services to Children with Disabilities During the Coronavirus Disease 2019 Outbreak (March 12, 2020)   Lozano Smith's COVID-19 Resources can be found here. For more information on the topics discussed in this podcast, please visit our website at: www.lozanosmith.com/podcast.

Oah schon wieder was mit Fußball... Socials: https://www.instagram.com/2021podcast/ https://twitter.com/2021Pod Website: https://2021-podcast.com/ Music Credits: CC BY: https://freemusicarchive.org/music/prigione-eterna Prigione Eterna - Bent to Final Doom.mp3 https://freemusicarchive.org/music/Countdown_To_Armageddon/Countdown_To_Armageddon_-_Live__KEXP_11142009 Countdown To Armageddon - Homeland Insecurity (Live @ KEXP) https://freemusicarchive.org/music/Quiet_Music_for_Tiny_Robots Quiet Music for Tiny Robots - Polar Vortex

Mais um 12 de junho e você está como? Solteiro ou namorando? No episódio de hoje eu falo um pouco sobre um namoro que glorifica a Deus. E você solteiro, se atente a não colocar a ansiedade na frente do propósito. NAMORADOSNão queira ter um namoro normal sendo que seu Deus é sobrenatural! Tenha um namoro sobrenatural! Que as pessoas ao olhar para o relacionamento de vocês vejam versículos bíblicos em ação!Assistir ao pôr do sol de mãos dadas é memorável, mas viver a bíblia no relacionamento de você é eterno!SOLTEIROMuitos namoram por embalo, outros pra suprir carência ou até pra suprir seus desejos, quando for namorar, namore pra glorificar a Deus. Dia do namorados é só uma data, o propósito de Deus em sua vida é eterno.Episódios mencionados:#14 - Meu namoro é de Deus?#33 - O propósito do namoro cristão#34- Desesperado pra namorar? Qual é a idade certa?#35 - Pode beijar no namoro cristão?#36 - A paixão acabou...#37 - Brigas no namoro cristãoAh! Você pode mandar sugestões de temas via inbox no instagram:- www.instagram.com/naomordamaca- www.instagram.com/fernandortegaE também pelo nosso e-mail contato@naomordamaca.comVocê pode agendar seminários e ministrações através deste mesmo e-mail ou enviar inbox pelo nosso Instagram.Não deixa de acessar nosso site! Todo dia tem texto novo para abençoar sua vida!www.naomordamaca.com

If you've ever wanted to know how an appeal works in COVID times, there's no better person to explain it than Josh Sundt, the deputy chief administrative law judge at the Office of Administrative Hearings, the independent agency that considers appeals. The OAH is enduring what's likely the peak of appeals requests. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/michellelitv/message Support this podcast: https://anchor.fm/michellelitv/support

Photo Credit: Matthew Cipican   I'm pained to open with the platitude that these are unprecedented times. We all already know that and belaboring it for the purpose of a proper opening paragraph seems to belittle the magnitude of the moment.   The truth is that I've been having a hard time coming up with the right place to start the next conversation on this blog. I had developed a publishing schedule for Making Special Education Actually Work just before the pandemic hit and the schools in California, where we are headquartered, shut down.   All of that went out the window the moment the shutdown started and I've since published some bits about how to respond to the situation based on what was known at the time of each publication, but how things have continued to play out, or not, from one school district to the next has been nothing short of pandemonium. Some of my kids have done so much better with distance learning that they never want to leave their houses again. Others have regressed so greatly since the shutdown started that it's going to take years to undo the damage that has been done and catch them up to the degree its possible to do so.   Each kid, as a unique individual learner, has experienced the shutdown differently, but all of them are experiencing the same procedural violation at the hands of their Local Education Agencies (LEAs): Failure to implement the Individualized Education Program (IEP) as written. Or, framed in the language of the regulations, failure of the education rendered to conform with each student's respective IEP.   In California, the State has already assumed that compensatory remedy will be due to most, if not all, of its special education students because of the shutdown. None of the laws changed. There are permissible, though narrow caveats, in the law that provide for extenuating circumstances.   While the implementing regulations of the Individuals with Disabilities Education Act (IDEA) mandate the application of evidence-based science to the design and delivery of special education on a child-by-child basis, it is only to the degree that the application of the science is practicable. LEAs bear the burden of proving that the delivery of a special education service is not practicable before denying it and giving notice of such via a Prior Written Notice (PWN).   The real dispute, it seems, is over what is realistically practicable given the circumstances, but that first requires us to operationally define what we mean by practicable, and that's a problem. There is no legal authority or professional standard for what defines "practicable" within the context of 34 CFR Sec. 300.320(a)(4).   I know this because the operational definition of "practicable" was one of the burning questions I had when I went back to graduate school in 2011 and had answered by the time I graduated in 2013. The truth is that there is no operational definition in the scientific literature or the case law as to what is meant by the term, "practicable."   Even Perry Zirkel was stymied by this question and ultimately concluded that most courts interpreted the definition of "practicability" as something to be left to the discretion of local education agencies - meaning, really, top administrators and board members, who are all politicians - get to decide what is and is not practicable as a matter of local governance. In those LEAs, "practicable" just means "if the LEA wants to."   This, of course, neglects the fact that 34 CFR Secs. 300.320-300.324 vests the authority in IEP teams, which include the parents, to make determinations as to what is educationally necessary and, therefore, the obligation of the LEA to provide to each given special education student. If that authority is vested in the IEP team, then no one from the LEA on the IEP team should have to go get the approval or permission of a superior outside of the IEP meeting, particularly when that superior has no direct knowledge of the student's unique needs or the IEP team's discussions about them. Whether or not something is practicable should be an IEP team decision, not an internal policy issue, yet the research that has been done suggests its a call to be made by top administrators, not individual IEP teams that include the students' parents.   Further, 34 CFR Sec. 300.321(a)(4)(iii) mandates that each IEP team include at least one LEA representative who is "knowledgeable about the availability of resources of the public agency." Usually, this is an upper-level administrator from the main office who not only knows what resources the LEA has, but has also been granted the authority to commit the LEA's resources to a student's IEP. This can come in the form of committing existing resources to the IEP as well as procuring those materials and services that are not already available through the LEA.   I've been in IEP meetings during which such an administrator fills out and submits online requisitions for use of existing assets, as well as online purchases and purchase orders through their LEA's internal automated workflow system, during IEP meetings as the team agrees to things that are needed but not already on hand. It's not that uncommon and it goes a long way towards doing it right the first time.   Again, there should be no going to someone else outside of the IEP process for permission or approval. In one fairly recent meeting I attended, the school district's administrator on the IEP team shared her screen with the rest of us so we could all look at our options on Amazon together as an IEP team and make the purchasing decision right there. Then, "click," it was ordered and the student had his accommodations the next day. Easy peasy.   The law does not provide for the IEP team's authority to be displaced by or shifted to an uninvolved third party. If no one on the IEP team from the LEA knows whether the LEA already has the necessary resources available or will need to purchase stuff it doesn't already have, it's not a real IEP team.   Because these decisions are IEP team decisions, and not the decisions of removed administrators who are motivated by factors other than the individual needs of each special education student, deferring to top administrators to determine what is or is not "practicable," opens the door for a litany of procedural and substantive errors that will quickly create due process claims against the LEA. It behooves no one for LEAs to play this game, but plenty of them do.   Competent people have no motivation to do sketchy stuff and lie about it, so when you encounter this kind of behavior, it's because you're dealing with people who don't know what else to do and/or are crooked through and through. What we are all now going through as a nation under the current presidential administration is a reflection of the crap I've been dealing with for nearly 30 years in special education local governance. None of this is new to me, it's just now happening on a national scale. Maybe everybody outside of the special education community will finally believe me about this crap, now.   More often than not, what is deemed by an LEA as not being practicable is likely better framed as being something for which the LEA is simply not willing to expend the necessary funds. While it is unlawful under the IDEA to use fiscal considerations to determine the contents of a student's IEP, it happens all the time. The language of IEPs are often deliberately kept vague and weak so that they are difficult to enforce or so that it is otherwise difficult to say that the education rendered failed to conform with the IEP.   I'm seeing this happen in a way with 1:1 behavioral aide support services, right now. I've got families barely holding it together, stuck at home with their severely impacted children who have serious behavioral challenges arising from their disabilities. They'd give anything for in-home 1:1 behavioral services, right now.   And, that's the thing: they should already be getting it under the existing laws. On August 24, 2020, (the day before this post), the California Office of Administrative Hearings, which tries special education due process cases within the State, issued an order making clear that students who require in-person services in order to access and benefit from their educations, including during distance learning, must receive such services according to medically acceptable safety procedures regarding COVID-19.   Behavioral services are medically and educationally necessary, the California Department of Education (CDE) has advised that in-home services during the shutdown may be necessary in order for LEAs to comply with their IDEA requirements under the law, and, now, OAH has ordered a school district to provide in-home services as a matter of stay-put during the shutdown. This is huge! This settles the argument once and for all.   I know of at least one student who is currently getting in-home behavioral services through his health insurance, which is the only reason he was able to participate in distance learning during the last half of the Spring 2020 semester. The same agency currently serving this student through his health insurance had previously served him as a Non-Public Agency (NPA) under his IEP in the public school setting. Same people, different funding source, different willingness to send personnel to his house for in-home, 1:1 behavioral aide services.   His school district has offered to provide an aide online during distance learning, like somehow that's going to produce the same educationally substantive outcome of getting him to engage in the online instruction in the first place and remain engaged throughout each lesson. The boy needs an in-person 1:1 aide in order to access the instruction at all. How is he supposed to access online aide support when he needs in-person aide support to access any kind of online services?   And, he's one of many students on my caseload with similar needs; he's just the only one I know of currently living the experience of having the in-person 1:1 aide support during shutdown and being met with educational success because of it. Everybody else is asserting the need for it, but not getting it, and due process cases are popping up everywhere now, including among my students for whom I never thought litigation would realistically come to fruition.   The legal authorities favor special education students on this issue, and school districts in California are now having to weigh the risk of litigation from unionized employees against the risk of litigation from parents of students with special education needs as this whole debacle clatters forward in the absence of unified leadership across the State's public education system. Many districts are still clinging to outdated paint-by-numbers procedures and fill-in-the-blank on standardized documents and forms, aiming for procedural compliance without thought to the substantive considerations ... like providing 1:1 aide support via Zoom to a student who needs in-person support in order to access instruction via Zoom in the first place.   It's like they think conforming with the IEP in any way complies with procedure, even if it entirely fails to meet the instructional purpose it's supposed to serve from a substantive standpoint. The real tragedy, here, is that these paint-by-numbers bureaucrats don't understand how to act according to the substantive needs of the student; they just want to know which form they are supposed to use.   This significant subset of the public workforce may have memorized many of the procedures for the job and can usually find the right form to use, but don't ask them to actually engage in deductive reasoning, creative problem-solving, troubleshooting, or solution-seeking. They simply can't. They don't think that way. And, the human resources department didn't recruit for people who can think for themselves on purpose.   The middle management jobs require drones who respond to authoritarian hierarchies of leadership and do not question the orders they are given, if the system is going to function according to its bigoted design. And, that is how it has been functioning for the last few decades following the passage of federal civil rights laws, including disability-related laws that first started passing in the early 1970s, up through the Americans with Disabilities Act (ADA) in 1990.   Those laws were necessary because the public education system, among others, was actively discriminating against children with disabilities, including denying them even enrollment. The public education system was already discriminating against students with disabilities or the laws would not have become necessary.   When the laws passed and the public education system was ordered to comply, those individuals who had been philosophically opposed to accommodating learners with disabilities were still employed by the public education system, by and large. They didn't all leave. Many stayed and have been sabotaging it from within this entire time. And, they recruit people who are too incompetent to realize they're being used and/or too afraid of losing their jobs to dare question what is really going on, so they can maintain positions of authority and control according to their own fascist belief systems rather than their mandates under the law.   One of the most powerful things to come out of the current state of affairs in this country is the cracks in the publicly funded systems that people like me have been squawking about to no avail for decades, but which can no longer be denied by the masses. As we move forward to rebuild a better America in the wake of the destruction currently happening all around us perpetrated by people with way more authority than they can responsibly handle, it is painfully obvious that we have a disturbingly large swath of the adult population that "pass" as competent adults but who actually are not.   These individuals occupy a great many niches of society, including in the public sector. Their approach to leadership, when they are allowed into offices that require more of them than what they possess, is destructive. It can ruin a child's future through educational malpractice at the local level or fan the flames of a global pandemic and domestic terrorism at the national level until it ravages the entire nation.   These individuals place cronyism over science because they are not smart enough for the science and, frankly, they're not smart enough to cover the tracks of their cronyism. They have simply had the power of money behind them and those without money have had to tolerate their malarkey as a matter of survival. But, now that tolerance doesn't even achieve survival for those without, so they aren't motivated to tolerate the malarkey anymore. Look out Marie; here comes the guillotine.   Society has finally had its fill of incompetent bullies acting like they are better than the rest of us to the detriment of us all and for no other reason than to stroke their own egos and line their own pockets. We have become aware that they are too dimwitted to realize the harm in what they are doing and too selfish to have any sense of compassion or empathy for the people they hurt.   These individuals are emotionally still children, trapped in their bodies for decades without maturing, thinking their chronological age and changing external appearance are all of what earns them respect as adults, and often unable to fully engage in adult-level problem-solving and critical thinking tasks, but able to develop academic and/or professional skills that can otherwise allow them to "pass" as competent.   These are high-functioning individuals with significant impairments in judgment who engage in intuitive rather than deductive reasoning. Intuitive reasoning is age-typical in young children. It's indicative of an impairment in adulthood. It co-occurs with egocentric thought, in which the individual is incapable of engaging in perspective-taking and appreciating the experiences and viewpoints of others.   An egocentric person is the center of their own personal universe. Everyone else is just an object in orbit around them who may or may not serve a useful purpose at times and is only accessed when the egocentric person thinks an individual is useful.   The egocentric person recognizes his/her/their own agency - that is, the ability to act upon the world to produce intentional outcomes - but they struggle to appreciate the agency of others. They tend to only perceive other people relative to their own thoughts and feelings and fail to consider that other people have their own thoughts and feelings that are each different from one person to the next.   Egocentric people tend to assume that whatever they are thinking and feeling is what everybody else is also thinking and feeling, and/or that everyone else's decisions are made with the egocentric person in mind. The egocentric person struggles with perspective-taking, which requires that they first understand the agency of others and that everyone is preoccupied with their own thoughts and feelings, not making the egocentric person the focus of their every decision.   Errors of omission and thoughtless, inconsiderate acts by others are perceived by egocentric people as deliberate efforts to cause harm or offense to the egocentric person. Because egocentric people assume that whatever they want and need is automatically understood by everyone else, which is because they assume everyone else is thinking and feeling the same things they are, if everyone else fails to deliver according to an egocentric person's expectations, the egocentric person attempts to force the desired response to present itself.   Because they lack the emotional intelligence to navigate many types of complex situations involving other people, whatever cognitive abilities they may actually have don't do them much good. They make errors in judgment when it comes to how they interact with other people; how well they can do math, design a building, or research historical biographies just doesn't matter in that moment.   When people like this become employed within the public sector and have to make policy decisions, they are incapable of putting themselves into the shoes of their constituents and engaging in legitimate representation and advocacy for services that meet the of needs of those they have been hired to serve. Because of their egocentrism, the job is a means to a self-serving end. Also because of their social/emotional developmental impairments, their ability to actually engage in adult-level problem-solving as required by their positions is equally limited.   Because they can't actually meet the performance requirements of the job, they find ways to socially engineer their ways to the top, including taking credit for the accomplishments of their subordinates while sycophantically leeching onto the coattails of those who have grifted their way up the food chain before them. They all keep each other's dirty little secrets about not actually being able to do their jobs and abusing their positions of authority to the benefit of the highest bidder, be the currency money, power, or both.   Eventually, an emperor emerges from the mix, some traveling salesmen weave him a in invisible robe from gold thread that, allegedly, can only be seen by competent people, and, as he's parading down the street in this magical garment, a child points out that he's actually just a naked guy played for a fool by a couple of con artists who have since skipped town with a fortune in gold thread. I'm paraphrasing the parable, here, of course.   The problem is that a public institution can become such a hopelessly dysfunctional system that it's really better to take it down the way the Attorney General (AG) of the State of New York is trying to take down the National Rifle Association (NRA), right now. When the corruption runs as deep in a public agency as New York's AG asserts is the case with the NRA, it's better to scrap everything and start over with all new people and a new method of operating that conforms to the appropriate standards.   Sometimes the well becomes so hopelessly poisoned that it's just time to dig a new well. I think America is at that crossroad in a very broad and general sense. We are at the tipping point of a crisis of conscience.   Who do we want to be? The cronyistic incompetents who stab each other in the back over superficial slights, engage in power grabs like reality TV show contestants, and are utterly detached from and incapable of living up to the responsibilities of the job? Or, the hard-working, methodical, responsible adults who understand and are humbled by the responsibilities before us, know that our efforts to do things right will pay off in the long run but we're going to have to struggle in the short term to clean up the messes we've collectively made?   So many people who came before us fought and died so that we could have the freedoms and legal tools to save our democracy, right now. I have been fighting this fight since the 1990s, but I have also lived the reason for this fight as a twice exceptional student who was never identified for any kind of services or accommodations for my processing disorder when I was a K-12 student. During the 1970s and 1980s, when Section 504 and what is now known as the IDEA were new, they were not being implemented by the overwhelming majority of public schools in the United States at the time, and certainly not in Louisiana and Arkansas, where I grew up.   I was briefly put on Ritalin in my early elementary years. But, who wasn't, back then? I was later diagnosed with "minimal brain dysfunction" in junior high as the result of a quest for a reason why I couldn't walk in heels (there was great social pressure on females in the Deep South at the time to wear pumps with everything, including jeans). I had to do physical therapy to stretch out my hamstrings and heel cords from all the years of toe-walking I'd done (which, by the way, toe-walking can be a neurological soft sign of autism).   My vestibular sense and my proprioception were jacked. My reflexes were/are abnormal. I can distinctly remember having visual processing issues that made it such that my brain couldn't piece together what I was looking at to make a picture of the world that made any sense. Abstract shapes would slowly resolve into a singular whole that then made sense, but I can remember having to wait for that visual resolution to occur at the brain level before I could start understanding what was happening around me. My eyes could see, but there was lag time between when I looked at something unfamiliar and my brain was able to put the shapes together in a cohesive way that I could understand. My last recollection of that happening to me was around 8 or 9 years old. I can remember it happening a lot prior to then.   I also had very bad vision, so it could have been that my brain didn't get the requisite practice at piecing together the parts of what I saw into a cohesive whole until I got glasses and could actually see everything clearly. I don't have ADHD; I have ADH - Oooh, shiny! I also have mild hearing loss due to a condition that runs in my family. My dad and many of my cousins have hearing aids. I haven't gotten to that point, yet, but it's coming, eventually and that's okay. Worse things could happen; hearing aides don't ruffle my feathers in the least. I'm just not spending the money until I have to.   The point is that I had a mixed bag of processing issues as a kid that was somewhat offset by my processing speed, but not enough to make me academically successful. I know what it's like to have my potential wasted by people who don't understand my needs as a developing child. The adults in my life cared, but were at a loss as to what to do because the science just wasn't that good or well known at the time, and certainly not where I grew up. They couldn't begin to abide by the relatively new civil rights and special education regulations; the science behind it was way beyond them. They didn't know any of that.   But, that was a long time ago. We don't have those same excuses, now. Adults like me who used to be those struggling students decades ago are everywhere now in public education advocacy, rights, and reform efforts. We know first hand why it's so important for the public education system to engage in person-centered planning for every student, not just those identified as having something "wrong" with them.   We also understand why it is so important to identify those who do have exceptional needs, and meet those needs, so these students have equal access to learning as that given to their peers without exceptional needs. We understand why it is so important to address the disabilities of our twice-exceptional students while simultaneously nurturing their gifts. Last year, Kodi Lee brought the point home to the lay public, which had not had any similar prior exposure to twice-exceptional people, and certainly not one so impactful.   No matter how impaired someone may present, the public learned to never assume that such a person's presentation accurately captures all of who that person is. Kodi humbles people in the kindest, most innocent, and inadvertent way, which is what makes him so powerful. He isn't trying to ram a message down anyone's throat. His existence is the message; he lives it for the rest of us to observe and copy.   Kodi is a powerful living metaphor to not judge a book by its cover, which has been a recurring lesson born over the last few years of these talent competitions happening around the globe that he simply drove home with an exclamation point. The cultural norms surrounding public opinion of people with disabilities have tipped strongly in the direction of inclusion by the display of capability and superior abilities by contestants with a wide variety of impairments in these competitions.   Leave it to the entertainment industry to be the agent of change. If we live in a shallow culture in which life imitates art, then art should model appropriate behavior, such as inclusion. I'll say this for Simon Cowell: he made inclusion marketable and profitable by allowing talented people to be defined by their acomplishments rather than their limitations. At the end of the video clip of Kodi Lee's first audition for America's Got Talent, after winning the Golden Buzzer, the judge who had awarded it to him, Gabrielle Union, told him straight to his face, "You just changed the world!" and she wasn't lying.   This is part of the brave new world that is to come as we rebuild our public education system to meet the needs of today's students in the 21st Century, including the flexibility to rapidly adapt to changing lifestyles, national emergencies, job market demands, and advancing technologies. All of these things will continue to collectively alter how we teach and manage the teaching process according to best practices, and continue to engage in ongoing research to continually improve those processes and their supporting administrative procedures.   Which circles us back around to the issue of stay-put and the recent stay-put order from OAH, linked to above. While the order is limited to California, it is germane to a federal district court case being tried in the Central District of California in which the plaintiffs, which include parents of children with extreme special needs who are not getting the 1:1 in-person services required by their IEPs, are suing the State over school shutdowns and attempting to get a federal court injunction that allows school districts to decide whether to reopen or not.   Not surprisingly, the case originates out of Orange County, California, which has a large extreme right population relative to the rest of the State and is, not coincidentally, also a COVID-19 hotspot within the State. COVID deniers abound and are having a deleterious impact on local governing decisions as they impact public health. For a lawsuit disputing the legality of school shutdowns over a legitimate public health crisis to emerge from this climate is not exactly a shock.   Not also surprising is the rampant special education violations and related scandals that have plagued Orange County for decades. Egocentrism is confused with personal civil liberties, and the welfare of others is beyond comprehension, resulting in extremist beliefs and behaviors. It is not shocking to me that school board members who have been actively violating special education and civil rights law convinced a bunch of parents who they were actively screwing over to join them in a federal lawsuit against the State to force the schools to reopen in order for their kids to access services.   If you read the plaintiffs' complaint compared to the legal authorities I've already cited previously in this post, it's plainly evident that these people don't know what they are doing. I spoke with the State's lead attorney on the case last week and shared the arguments I've now presented in this post with her.   While the judge has yet to decide the case, and, in fact, today is the filing deadline on briefs regarding the exhaustion requirements under the IDEA and the California Department of Justice (CADOJ) is on it, the nature of the questions the judge asked the parties to brief in his last minute order inclines me to believe that once those questions have been answered, we'll have a federal district court decision on the matter that will apply to every school district in California.   The CADOJ's arguments must naturally rely in part on the arguments I've asserted herein. The federal district court judge will likely defer to the OAH stay-put order that was just issued yesterday, given that OAH has the authority to try special education cases and is, therefore, authoritative on how the law applies to the rights of special education students, special education students must exhaust their due process rights through OAH before filing in federal court (generally speaking), and it is proper for the federal court to defer to OAH's judgment, which will mirror the arguments I've been asserting this whole time and which CADOJ will also be asserting. They are aware of yesterday's stay-put order, as well, just in time to meet their filing deadline.   Things are about to get a whole lot more okay for a lot of kids on my caseload. Whether their LEAs capitulate and provide the services or we end up going to hearing with the right kinds of legal authorities backing us up, either way, the rule of law is working slowly but surely and the application of the peer-reviewed research to the delivery of special education, now that reform is unavoidable, is about to enjoy a new era of advancement in the education of all students, not just our students with the most demanding needs.   It's always darkest before the dawn. An extinction burst of escalated behaviors always comes before a maladaptive behavior finally becomes extinct. We are riding out one heck of an extinction burst on the part of incompetent people whose cronyism and transactional relationships have defined their realities and ours, and who cannot function in a more advanced, emotionally intelligent society that is moving increasingly towards meritocracy in which actual ability and earned achievements promote social status. Hucksterism has become obsolete. The Patriarchy is now rightly seen as a pack of egocentric ghoulish caricatures, not as dignified elites worthy of worship by everyone else.   These moments will pass and we will have the power to make something new and better once we get to the other side. This latest stay-put order and, hopefully, the upcoming federal court decision, are incredible first steps in the right direction.

Oah, jetzt haben die zwei schon wieder so einen Clickbait-Titel. Da geht es bestimmt weder um Killerwespen, noch um Tittenhefte! Falsch gedacht! Außerdem stellen wir klar, was in irgendeinem anderen Podcast über uns falsch dargestellt wurde. Spoileralarm: keiner von uns ist für "Dogs of Berlin" verantwortlich. Gott sei Dank!

This week's episode of Welcome to the (AfAM) House explores traditions of healing amongst Black people in the United States. Our guests for this episode are Dr. Deidre Cooper Owens, Thema Haida, Hanifa Nayo, and Leonne Tanis. Through their rich knowledge, we delve into the stories of the earliest known Black healers, Black women, and move through history to investigate how Black people have retained traditions that keep them healthy and cared for. Guest Speaker Bios Dr. Deidre Cooper Owens is the Charles and Linda Wilson Professor in the History of Medicine and Director of the Humanities in Medicine program. She is also an Organization of American Historians’ (OAH) Distinguished Lecturer. Her first book, Medical Bondage: Race, Gender and the Origins of American Gynecology (UGA Press, 2017) won the 2018 Darlene Clark Hine Book Award from the OAH as the best book written in African American women’s and gender history. Professor Cooper Owens is also the Director of the Program in African American History at the Library Company of Philadelphia, the country’s oldest cultural institution. Stay connected and learn more about her by visiting her website. Thema Haida is the co-founding Practitioner of One Village Healing. is a certified Usui/Holy Fire Reiki Master Teacher, a 200hr Yoga Alliance Registered Yoga Instructor, and a certified Advanced Metaphysical Healing Practitioner. While holding a space of non-judgement and care, Thema combines Reiki with intuitive energy assessments to facilitate and guide people on their healing journey to wholeness. Her practice as a energy healer and yoga instructor has focused on supporting community activists, artists, healers, and people of color- the people that hold and bring life to communities that are most affected by racism, systematic oppression and inequality. . Hanifa Nayo Washington is the Principle Organizer and co-founding Practitioner of One Village Healing. She is an award winning cultural activist, storyteller, singer songwriter, performing artist, and a certified Usui/Holy Fire Reiki Master Practitioner who graduated from Beloit College in 2001 with a B.A. in Communications & Russian & Soviet Studies. Hanifa is a former Arts Fellow of the William Caspar Graustein Memorial Fund and currently works with The Word Poetry, Co-Creating Effective and Inclusive Organizations (CEIO), serves as an Intern for Beyond Diversity 101, and is a leader of the New Haven Community Leadership Program. As a cultural activist Hanifa views her creativity as a radical tool for liberation, healing, and community building. Most recently Hanifa was awarded a Phenomenal Woman in the Arts Award by the Arts Council of Greater New Haven. Leonne Tanis is a change agent, evolving leader, former finance executive and current student midwife. Leonne Tanis left her 15 year financial career to pursue her calling in midwifery. Leonne’s mission is to change the birthing profession for birthing people especially black women and persons and people within the LGBTQIA community. Leonne believes that birthing care should be centered around the person giving birth and her/his/their chosen support structure. Leonne is a Haitian-American with an engineering degree from the University of Pennsylvania. She is a Master’s of Science in Nursing candidate at the Yale School of Nursing a Board member of the National Association to Advance Black Birth. This episode is hosted, written and produced by Shantrice King.

An der Neuköllner Wildenbruchbrücke gibt es nicht nur die einstmals schönsten Toiletten von Berlin zu bestaunen. Es ist auch noch ein idealer Treffpunkt für eine neue Folge von Rixdorf Royal - dem Podcast aus Neukölln. Am Samstag um 12 Uhr morgens muss man aber erstmal eine Band aus dem Bett kriegen. Jenny hat es geschafft und gekommen sind Dano, Jott und Hagen von der Band Jochen. Und sie kamen nicht allein: Gitarre, Bass und Cajone im Gepäck spielen sie zwei Songs aus ihrem nach zehnjährigem Anlauf crowdgefundeten Debütalbum "Oah was" live für uns im Wildenbruchpark und erklären, was es braucht, um der König von Neukölln zu werden, den sie in einem ihrer Songs besingen. Danach mussten die Jungs dann erstmal frühstücken gehen. Viel Spaß mit Rixdorf Royal, zu hören auf allen Plattformen, die dieser schöne Planet zu bieten hat! See acast.com/privacy for privacy and opt-out information.

Get excited, everyone, because Supervision September is finally here! Up first, we have special guest, Dr. Amy Henley joining us to discuss her research on staff management and the proper delivery of feedback. Then we all take a break from podcasting to order the feedback sandwich. Was it as delicious as thought it would be? And did Rob’s extra pickles actually improve feedback? Articles discussed this episode: Choi, E., Johnson, D.A., Moon, K., & Oah, S. (2018). Effects of positive and negative feedback sequence on work performance and emotional responses. Journal of Organizational Behavior Management, 38, 97-115. doi: 10.1080/01608061.2017/1423151 Alvero, A.M., Bucklin, B.R., & Austin, J. (2001). An objective review of the effectiveness and essential characteristics of performance feedback in organizational settings (1985-1998). Journal of Organizational Behavior Management, 21, 3-29. doi: 10.1300/J075v21n01_02 DiGennaro Reed, F.D. & Henley, A.J. (2015). A survey of staff training and performance management practices: the Good, the bad, and the ugly. Behavior Analysis and Practice, 8, 16-26. doi: 10.1007/s40617-015-0044-5   If you're interested in ordering CEs for listening to this episode, click here to go to the store page. You'll need to enter your name, BCBA #, and the two episode secret code words to complete the purchase. Email us at abainsidetrack@gmail.com for further assistance.

Back by popular demand, it’s SUPERVISION SEPTEMBER! The one month of the year where you’re guaranteed three straight weeks of podcasting all about the fascinating topic of staff supervision. This year we’re back with a full slate of research articles and discussion all about that most critical of supervision topics: Our staff. We talk about how, when, and why to give feedback, what we can do as supervisors to minimize burnout, and just how effective our staff rewards systems really are. Articles discussed this episode: Supervision Series III, pt. 1 - Staff Feedback w/ Dr. Amy Henley Choi, E., Johnson, D.A., Moon, K., & Oah, S. (2018). Effects of positive and negative feedback sequence on work performance and emotional responses. Journal of Organizational Behavior Management, 38, 97-115. doi: 10.1080/01608061.2017/1423151 Alvero, A.M., Bucklin, B.R., & Austin, J. (2001). An objective review of the effectiveness and essential characteristics of performance feedback in organizational settings (1985-1998). Journal of Organizational Behavior Management, 21, 3-29. doi: 10.1300/J075v21n01_02 DiGennaro Reed, F.D. & Henley, A.J. (2015). A survey of staff training and performance management practices: the Good, the bad, and the ugly. Behavior Analysis and Practice, 8, 16-26. doi: 10.1007/s40617-015-0044-5   Supervision Series III, pt. 2 - Staff Burnout Kazemi, E., Shapiro, M., & Kavner, A. (2015). Predictors of intention to turnover in behavior technicians working with individuals with autism spectrum disorder. Research in Autism Spectrum Disorders, 17, 106-115. doi: 10.1016/j.rasd.2015.06.012 Hensel, J.M., Lunsky, Y., & Dewa, C.S. (2015). Exposure to aggressive behaviour and burnout in direct support providers: the Role of positive work factors. Research in Developmental Disabilities, 36, 404-412. doi: 10.1016/j.ridd/2014.10.033 Plantiveau, C., Ounavi, K., & Virues-Ortega, J. (2018). Hih levels of burnout among early-career board-certified behavior analysts with low collegial support in the work environment. European Journal of Behavior Analysis, 2, 195-207. doi: 10.1080/15021149.2018.1438339   Supervision Series III, pt. 3 - Staff Reinforcement Tews, M.J., Michel, J.W., & Stafford, K. (2013). Does fun pay? the Impact of workplace fun on employee turnover and performance. Cornell Hospitality Quarterly, 54, 370-382. doi: 10.1177/1938965513505355 Johnson, D.A. & Dickinson, A.M. (2010). Employee-of-the-month programs: Do they really work? Journal of Organizational Behavior Management, 30, 308-324. doi: 10.1080/01608061.2010.520144 Wine, B., Edgerton, L., Inzana, E., & Newcomb, E.T. (2017). Further effects of lottery odds on responding. Journal of Organizational Behavior Management, 37, 75-82. doi: 10.1080/01608061.2016.1267064

This on demand audio series is a part of the Executive Girlfriends Group Vignette Series. Chicke Fitzgerald interviews William H. Chafe. The original live interview was 11/18/12. From the day they first met at Yale Law School, Bill and Hillary were inseparable and combative. As historian William H. Chafe reveals in Bill and Hillary: The Politics of the Personal that dynamic has remained a constant throughout their remarkable political careers.  Always tempestuous, their relationship had as many lows as it did highs, from near divorce to stunning electoral and political successes. “An illuminating glimpse behind the scenes”—Kirkus Reviews. Chafe is the author of numerous prizewinning books on civil rights, women's history, and politics, including The Unfinished Journey: America Since World War II and Private Lives / Public Consequences.
 
Much of Bill Chafe's professional scholarship reflects his long-term interest in issues of race and gender equality. Former dean of the faculty of arts and sciences at Duke University, he is the Alice Mary Baldwin Professor of History and a cofounder of the Duke-UNC Center for Research on Women, the Duke Center for the Study of Civil Rights and Race Relations, and the Duke Center for Documentary Studies. A past president of OAH, he is the author of several books, including Civilities and Civil Rights (1979), which won the Robert F. Kennedy Book Award. A site for Willaim is http://fds.duke.edu/db/Sanford/william.chafe

Today’s episode is the presentation of an exciting project for anyone interested in teaching or learning about history. The OAH panel “Democratizing the American History Textbook: Mass Collaboration and The American Yawp” describes a year-long collaboration of more than 350 historians to produce The American Yawp (www.americanyawp.com/), a free and online, open-source American history Textbook. This is an episode of the Amplified Initiative, a project of the Organization of American Historians (oah.org) and presented by the Oral History Association (oralhistory.org). This project from the Organization of American Historians aims to broaden the impact of the OAH’s 2018 conference by asking partner organizations to develop material, based on the conference panels, that will be shared with each partner’s specific audience. Launched as a radical experiment in mass collaboration and institution-free pedagogy the Yawp was only a logical extension of the democratic promise that history can be open source. Panelists discuss how scholars can collaborate across institutions, the future of the textbook in teh digital age, the role of the university press in balancing access with professional standards, and other questions. Chair: Kathryn Tomasek, Wheaton College, Massachusetts Panelists: • Ben Wright, University of Texas at Dallas • Joseph Locke, University of Houston–Victoria • Margo Irvin, Stanford University Press • Angela Esco Elder, Converse College You can listen to the full version of this panel, as well as other presentations that didn’t make into the podcast, at oah.pathwright.com.

Today we listen to the panel “Storytelling and African American Women's Biography.” Presented at the OAH’s April 2018 conference, the panel compares the possibilities and pitfalls of telling black women’s stories in the traditional form of biography versus the format of film. It also considers the forms that biography takes when the subjects present challenges to linear storytelling. This is an episode of the Amplified Initiative, a project of the Organization of American Historians (oah.org) and presented by the Oral History Association (oralhistory.org). This project from the Organization of American Historians aims to broaden the impact of the OAH’s 2018 conference by asking partner organizations to develop material, based on the conference panels, that will be shared with each partner’s specific audience. Chair: Lynn Hudson, University of Illinois at Chicago Panelists: Cynthia Blair, University of Illinois at Chicago You can listen to the full version of this panel, as well as other presentations that didn’t make into the podcast, at oah.pathwright.com.

This is an episode of the Amplified Initiative, a project of the Organization of American Historians (oah.org) and presented by the Oral History Association (oralhistory.org). This project aims to broaden the impact of the OAH’s 2018 conference by asking partner organizations to develop material, based on the conference panels, that will be shared with each partner’s specific audience. In this installment we are listening to an edited version of the panel Sexuality and Oral History: The Challenges of Public and Private Knowledge. This panel, like the others in our series, was part of the Organization of American Historians April 2018 conference. Chair and Commentator: Natalie Marine-Street, Stanford University, Stanford Historical Society Oral History Program Panelists: Estelle Freedman, Stanford University Kwame Holmes, University of Colorado, Boulder Gretchen Lemke-Santangelo, Saint Mary’s College of California You can listen to the full version of this panel, as well as other presentations that didn’t make into the podcast, at oah.pathwright.com.

This is an episode of the Amplified Initiative, a project of the Organization of American Historians (oah.org) and presented by the Oral History Association (oralhistory.org). The project aims to broaden the impact of the OAH’s 2018 conference by asking partner organizations to develop material, based on the conference panels, that will be shared with each partner’s specific audience. This is an edited recording of the panel “Arming Citizens: Public Historians and Civic Engagement.” Public historians are uniquely positioned to effect change in today’s social confusion. Through public programming, exhibitions, and the collecting and making available of the works and words of often marginalized people; we can foster environments of greater understanding-- and societal change. A cross-generational, cross-racial panel discusses ways history professionals should construct history with others. Participants were: Heather Huyck, the National Collaborative for Women’s History Sites; Noelle Trent, The National Civil Rights Museum; and Erin Devlin, the University of Mary Washington. You can listen to the full version of this panel, as well as other presentations that didn’t make into the podcast, at oah.pathwright.com.

This is an episode of the Amplified Initiative, a project of the Organization of American Historians (oah.org) and presented by the Oral History Association (oralhistory.org). This project aims to broaden the impact of the OAH’s 2018 conference by asking partner organizations to develop material, based on the conference panels, that will be shared with each partner’s specific audience. In this episode we are listening to the Beyond the Monograph, Beyond the Margins: The Challenge of Interpretative and Inclusive Histories. This roundtable brings together five scholars who are committed to presenting cutting edge research within their respective fields to non-academics. As experts in disability history, indigenous history, and Chicana/o history, they hope to deepen and broaden the public’s understanding of the American past by offering sweeping interpretative histories that challenge more familiar narratives. In pursuit of this goal, they individually have contributed to museum exhibitions, offered public lectures, and written surveys aimed at the widest possible audience. Chair: Catherine Kudlick, San Francisco State University Panelists: • Lorena Oropeza, University of California, Davis • Catherine Kudlick, San Francisco State University • Paul Ortiz, University of Florida, Samuel Proctor Oral History Program You can listen to the full version of this panel, as well as other presentations that didn’t make into the podcast, at oah.pathwright.com.

What do magicians, historians, and performers have in common? Find out in today’s episode of Amplified Initiative where we’ll listen in on the panel “Feeling Is Believing: Embodied Practices of Popular History.” The Amplified Initiative is a project of the Organization of American Historians (oah.org) and presented by the Oral History Association (oralhistory.org). This project from the Organization of American Historians aims to broaden the impact of the OAH’s 2018 conference by asking partner organizations to develop material, based on the conference panels, that will be shared with each partner’s specific audience. When considering “forms” of history, we tend to think of those that are self-consciously pedagogical and/or interpretive: the monograph, the lecture, the commemoration, the museum. Scholars interested in popular history have also added television, film, and more popular forms to this list, but embodied engagements (that is, interactions where meaning is made at the site of the body) are often understudied. We assume that “history” is kept separate from the knowledge-producing or appraising subject, who we still think of as a sort of “blank slate,” and who learns about and makes meaning from the past quite apart from their own experience or sense of self. It is only recently that scholars working across several fields (history, performance studies, theatre studies, affect studies) have begun to take seriously the ways that people make historical meaning through embodied engagement. This panel examines the way in which forms of history that involve the body as the primary site of discovery and meaning-making, has intersected and interacted with its surrounding popular culture. Chair and Commentator: Amy Tyson, DePaul University Panelists: Malgorzata Joanna Rymsza-Pawlowska, American University Michelle Liu Carriger, University of California, Los Angeles Aileen Robinson, Stanford University You can listen to the full version of this panel, as well as other presentations that didn’t make into the podcast, at oah.pathwright.com.

Listen NowRecently, Oral Health America (OAH), published the fourth volume in its series, "State of Decay."  The current volume,  is subtitled, "Are Older Americans Coming of Age Without Oral Healthcare?"  (The series dates back to 2003.)  Among other findings, the current report again concludes the state of oral health in this country is, in a word, poor.  For example, one-third of older adults have lost six or more teeth, one in five have lost all their teeth (or are edentulous), disparities in oral health remain substantial, and the Medicare program still does not provide routine oral health care despite overwhelming public support and the fact studies show that compared to seniors with chronic conditions do not receive dental care, seniors with chronic conditions that do receive dental care would reduce Medicare program spending. During this 24 minute conversation, Ms. Truett summarizes OAH's fourth "State of Decay" report, discusses what factors or performance measures explain the variation in oral health care by state (MN, WI and IA score at the top, LA, TN and MS at the bottom), disparities in oral health and oral health care, oral health care work force shortages, and OAH's advocacy efforts to include oral health coverage under the Medicare program.Ms. Beth Truett is President and CEO of Oral Health America, a non profit dedicated to improving the oral health of all Americans.  Ms Truett's has spent the majority of career working with consumer products, pharmaceutical, technology and defense clients to design global business solutions.  Ms. Truett holds a Masters of Divinity from McCormick Seminary, a BS from Valparaiso University, and earned her Certificate in Non-profit Management from the Indiana University School of Philanthropy.  She is an honorary Fellow of the American College of Dentists and was recognized as an Outstanding Advocate of the Year by Friends of NIH's National Institute of Dental and Craniofacial Research (NIDCR) for her work on older adult oral health issues.Oral Health America's fourth "State of Decay" report, "Are Older Americans Coming of Age Without Oral Healthcare?" is at: https://oralhealthamerica.org/astateofdecay/.The Surgeon General's 2000 report, "Oral Health In America," cited during this podcast is at: https://www.nidcr.nih.gov/research/data-statistics/surgeon-general.  This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit www.thehealthcarepolicypodcast.com

This on demand audio series is a part of the Executive Girlfriends Group Vignette Series. Chicke Fitzgerald interviews William H. Chafe. The original live interview was 11/18/12. From the day they first met at Yale Law School, Bill and Hillary were inseparable and combative. As historian William H. Chafe reveals in Bill and Hillary: The Politics of the Personal that dynamic has remained a constant throughout their remarkable political careers.  Always tempestuous, their relationship had as many lows as it did highs, from near divorce to stunning electoral and political successes. “An illuminating glimpse behind the scenes”—Kirkus Reviews. Chafe is the author of numerous prizewinning books on civil rights, women's history, and politics, including The Unfinished Journey: America Since World War II and Private Lives / Public Consequences.   Much of Bill Chafe's professional scholarship reflects his long-term interest in issues of race and gender equality. Former dean of the faculty of arts and sciences at Duke University, he is the Alice Mary Baldwin Professor of History and a cofounder of the Duke-UNC Center for Research on Women, the Duke Center for the Study of Civil Rights and Race Relations, and the Duke Center for Documentary Studies. A past president of OAH, he is the author of several books, including Civilities and Civil Rights (1979), which won the Robert F. Kennedy Book Award. A site for Willaim is http://fds.duke.edu/db/Sanford/william.chafe To order the book click HERE For more information about the Executive Girlfriends' Group see: http://www.executivegirlfriendsgroup.com  

When you are a DRE licensed real estate broker and the DRE is investigating your licensed real estate activities, and potentially filing a desist and refrain order, or facing a formal accusation that may require a hearing in front of the California Office of Administrative hearing (OAH), then you may want to know a little bit more about the California Administrative Procedures Act.   This show will give you a brief primer on this law that applies in Administrative Proceedings.