Podcasts about special education department

As we explore what inclusive education means, we need to talk about what it means to create truly inclusive schoolwide systems, data, and practices. If schoolwide means all students have access to the same foundational features, how do you ensure “all” really means “all” in your Tier 1 PBIS implementation? Joining us to help answer this question is Dr. Sheldon Loman from Portland State University (PSU). Sheldon is a Professor in the Special Education Department at PSU. He has a passion for researching and teaching about inclusive practices to support students with extensive support needs. Most recently, his research explores universal design and how to make schoolwide PBIS more inclusive of students with extensive support needs. Before his work at PSU, Sheldon was a special education teacher and positive behavior support coordinator in a diverse, urban school district in California.  For more information about the resources shared in this episode, check out the following resources and links: Research Findings: Walker, V. L., & Loman, S. L. (2021). Strategies for Including Students With Extensive Support Needs in SWPBIS. Inclusive Practices, 1(1), 23-32. https://doi.org/10.1177/27324745211000307 Research Findings: Walker, V. L., Loman, S. L., Mickelson, A. M., & Lyon, K. J. (2022). Participation of students with extensive support needs in SWPBIS: Administrator and educator perspectives. Psychology in the Schools, 59(8), 1623-1642. The TIES Center. This center works with states, districts, and schools to support moving students with disabilities from less inclusive to more inclusive environments. The TIES Center resources on PBIS The TIES Center PBIS video series on how to make PBIS more inclusive

Welcome to episode 32 of Buried Treasure. In this episode we meet Ashley Brown. Ashley has been with the school district since 2022. She currently an instructional assistant at the Dayton Junior High in the Special Education Department.Together, we learn more about the traits of optimism, drive, and curiosity through the lens of Ashley's stories and experience.  She explains how routine and consistency can impact students; and how her passion is for education has blossomed in her new role.Thanks for listening! Enjoy the showThoughts and opinions expressed by the hosts and guests in this podcast do not represent that of the Dayton School District.

In this episode of Eyeway Conversations, George Abraham speaks with Salman Ali Qazi, Head of the Special Education Department at Christchurch College, Lucknow, who is breaking barriers for visually impaired students.Despite facing challenges with retinitis pigmentosa since childhood, Salman completed his education including law school, before finding his true calling in special education. After discovering screen reading software and learning Braille during his B.Ed. at Dr. Shakuntala Mishra University, where he topped his batch and received a gold medal, he went on to transform inclusive education practices.Today, at Christchurch College, Salman has developed an innovative system where visually impaired students receive specialized training in Braille and computers, transition successfully to mainstream classes, and learn independently through technology-enabled solutions.Topics Covered:  Journey from low vision to becoming an inclusive education advocate  Creating pathways for mainstream education inclusion   Innovative solutions for math, science, and digital literacy  Real-life impact of inclusive education practices   Personal experiences and family support systemEyeway National Toll-Free Helpline:If you or someone you know with vision impairment needs guidance, contact1-800-5320-469.

Jennifer Strong is the founder of Cognitive Diagnostic Associates (CDA), the largest special education company in the United States. An accomplished School Psychologist with specialized expertise in School Neuropsychological Assessment. Boasting an illustrious background in the field, Jennifer has embraced the role of Board Member and Region 9 (IX) Representative for Orange County within the California Association of School Psychologists (CASP). Furthermore, she actively mentors aspiring School Psychologists through the National Association of School Psychologists (NASP) mentorship program. She has pursued advanced post-graduate training in school neuropsychology, garnering the Diplomate distinction from the American Board of School Neuropsychology. Raised in the diverse landscape of Alaska, Jennifer's unique perspective is enriched by her upbringing alongside her father, Dr. Larry Reynolds, a distinguished Physician in the state of Alaska who earned legislative recognition for his remarkable contributions. Her extensive experience in educational settings includes her recent leadership involvement in shaping policies and procedures for Special Circumstances Instructional Assistance (SCIA) at her previous district. She possesses a profound passion for Special Education Case Law and adeptly provides clients with expert guidance concerning their children's Individualized Education Programs (IEPs). Jennifer has exceptional expertise in ADHD/ADD, behavioral disorders, autism spectrum disorder, traumatic brain injuries, 504 plans, manifestation determinations, as well as comprehensive assessments of memory, attention, and learning. Beyond her professional pursuits, Jennifer finds joy in skiing, gardening, and culinary exploration. A devoted mother and former athlete, she actively contributes to philanthropic initiatives, including her engagement with the Newport Beach Chamber of Commerce, membership/involvement with the 11-99 Foundation, and developing “Cans 2 the Curb” with her sons—a meaningful endeavor dedicated to giving back to the Special Education Department of their local school. Jennifer also participates in the Boy Scouts of America's Wreaths for Veterans program with her sons. Furthermore, as the Chair/Head of the Scholarship Program for School Psychology in Graduate Schools, Jennifer is deeply committed to empowering and supporting aspiring school psychologists in their educational endeavors, through a focus on health, wellness, and balance. -- Critical Mass Business Talk Show is Orange County, CA's longest-running business talk show, focused on offering value and insight to middle-market business leaders in the OC and beyond. Hosted by Ric Franzi, business partner at REF Orange County. Learn more about Ric at www.ricfranzi.com. 

This is the recap of Day 1. I was driving to Jayme to teach the first workshop for her teachers about the Teacher Friday Workbox®. I'd been having conversations with other schools about implementing the Teacher Program in their schools. I was shocked by the one thing holding them back. The honest feedback I was receiving was that they were afraid they'd be shedding light on how overworked the teachers were and they knew the staff was resentful and considering quitting. They were afraid that making visible all of the invisible work they do would give them reason to submit their resignation!  You're Not Alone And You're Not Crazy I shared this feedback with Jayme who laughed. “They already know they are overworked!”  Jayme's staff had two reactions to the Teacher Friday Workbox®. Some (especially new faculty) were afraid to do it wrong. Jayme assured them if they were just doing something they were doing it right. And the others had epiphanies saying, “I'm not crazy, and I'm not alone.” Those teachers discovered through the Teacher Friday Workbox® that other teachers felt the same as them. And it was cathartic to visualize all they really did and it was no longer a mystery why they felt overwhelmed. Jayme encourages other schools to understand that each teacher will embrace it at their own level and that's ok. At one point too, Jayme did the time circles with the teachers once again reinforcing that their time was spread pretty thin.  The First Workshop There I was with Jayme the principal, the assistant superintendent, and a room full of teachers. I couldn't wait to hear all their feedback and realizations. But something interesting happened. I encouraged them to bring to light any issue within the building. This was another time they realized they weren't alone in noticing the same issues. They were learning from each other. “Do the best you can until you know better. Then, when you know better, do better.” Maya Angelou. We discussed the different colored slash pockets and their use in the Teacher Friday Workbox®. The mental wellness of the staff providing for the students is so important. Now teachers had a designated place to place important documents.  Red for behavioral matters like IEP's, 504's, things with possible legal implications Orange for calendars and computers - maybe they wanted to print off something actionable from a parent Yellow out of the classroom; like field trips or projects for parents who help Green reimbursement but some use it for grading or lesson plans Blue teams; grade level, building level, parent, IEP, meetings (record questions for next meeting) Purple attendance Pink THE TEACHER! PD, peer reviews, or maybe just happy mail to remind you that you are a good teacher and the kids love you. Jayme noticed two awesome unexpected side effects. The teachers were now task stacking due to accomplishing tasks of the same color. And there was a trickle down of sorts where teachers could offer similar solutions to students to tackle their assignments.  I Almost Turned Around As I drove away recounting the workshop, all I could think of was the Special Education Team. They had no checklists and they were all new. They were new to the building, and most of them new to the Special Education Department. I knew they were going to need more support, so I arranged more time for the Special Education teachers. I do all of this in the name of teacher wellness, communication, and teacher retention! EPISODE RESOURCES: Teacher Friday Workbox® Sign Up for the Organize 365® Newsletter  On the Wednesday podcast, I get to talk with members of the Organize 365­® community as they share the challenges, progress, missteps and triumphs along their organizing journey. I am grateful that you are reaching out to share with me and with this community. You can see and hear transformation in action. If you are ready to share your story with us, please apply at https://organize365.com/wednesday. Did you enjoy this episode? Please leave a rating and review in your favorite podcast app. Share this episode with a friend and be sure to tag Organize 365® when you share on social media!

My guest today is Dr. Laura Ascenzi-Moreno, a NYC-based scholar who studies bi and multi-lingual education. She has several papers about reading assessment practices and considerations for students who speak multiple languages. We also discuss reader models such as the Simple View and Active View, and which are more aligned with biliteracy research, and considerations for phonemic awareness, phonics, vocabulary, and comprehension instruction for bi and multilingual learners. Later, I'm joined by my colleagues Angie Forero and Cristy Rauseo for a conversation about practical takeaways for the classroom. ****Read a full transcript of this episode and learn more about the show athttps://www.jenniferserravallo.com/podcast Learn more about Laura Ascenzi Moreno:  https://www.lascenzimoreno.com/ Twitter @AscenziMorenoMore on Ideologies in Assessment of Emergent BilingualsThe Active View of ReadingLiteracy Foundations for English Learners****More about this episode's guest:Laura Ascenzi-Moreno is an Assistant Professor and Bilingual Program Coordinator in the Childhood, Bilingual, and Special Education Department at Brooklyn College. She received her doctorate in Urban Education from the CUNY Graduate Center in 2012. Prior to becoming a professor, she was a dual language, bilingual teacher and coach in New York City public schools for more than a decade. She was also an Associate Investigator for the City University of New York New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB) from 2012-16. Her publications can be found in Literacy Research and Instruction, Language and Education, Schools: Studies in Education, and Language Arts.Ascenzi-Moreno is a bilingual literacy researcher and teacher educator who studies literacy instruction and learning of emergent bilinguals – or students who use two or more languages in their daily lives. Her work is focused on understanding the connection between ideologies and practice and in particular, in examining how monolingual spaces within literacy instruction – such as assessment, guided reading, and the use of mentor texts – can be centered on emergent bilinguals' multilingual and multimodal practices. Through her research and work with teachers, she also continues to develop and refine how bilingual theories can contribute to an understanding of reading in general.Her focus in bilingual education is not on the promotion of languages and competencies. While these are important, her research agenda and work in schools is focused on emergent bilinguals' literacy experiences and how these are related equity. As an applied bilingual researcher and teacher educator, she strives for her research to emerge from questions emerging from practice and contributes back to the field by helping teachers both think about emergent bilinguals in new ways to shape literacy instruction. Therefore, she works to ensure that her research addresses the authentic and urgent needs and concerns of teachers in the field and is relevant to the national community of bilingual scholars. Special thanks to Alex Van Rose for audio editing. Support this showSupport the show

Student reporter, Chandler Guadagnin, sits down with Benjamin Pacini, a faculty member in the Elementary, Early, and Special Education Department at BYU-Idaho. They cover topics like faith, the challenges and blessings of teaching, and the extraordinary mission of BYU-Idaho.

Student reporter, Chandler Guadagnin sits down with Mike Christopherson, a faculty member in the Elementary and Special Education Department at BYU-Idaho. They discuss all that the education department has to offer and how people can get involved.

Kelly Bermingham and Jennifer Lucero host. BCBA Kelly Bermingham talks with Mom Jennifer Lucero about all the things that come in to play when a loved one is diagnosed with ASD. Hour 9 of the Autism Network Podcastathon When a BCBA and a Caregiver Collaborate on Care with Compassion and Understanding Featuring: Kelly McKinnon-Bermingham, BCBA, Author, Social Skills Collaborator & Jennifer Lucero, Mom, Advocate, Director of Development Kelly (McKinnon) Bermingham, MA, BCBA has 25+ years in the field of helping adults and children with autism. Kelly and Jennifer, mom to Dylan (with ASD age 21) share their experiences and talk about different topics related to supporting and living with autism. Kelly was the 1,368th BCBA in the world. Listen to her experience shared with Jenn and learn how they combine research topics with real-life experiences in these quick and easy to listen episodes. Providing Help and Hope! Donations can be made to: Donate – New Vista School Kelly Bermingham, MA, BCBA Kelly has been working in the field of Autism & Developmental Disabilities for 27 years. She has been a BCBA since 2003. Kelly is a published author, having written a book, “Social Skills Solutions: A Hands-on Manual”, She is an ESDM Certified Therapist and a PEERS Certified Therapist. She has a podcast, A 25 Year Look Across the Spectrum, where she tackles topics related to autism and ABA, sharing insights with her friend, and caregiver, Jen Lucero. Kelly has written several blogs for Autism Speaks, has published papers on oral health and autism, most recently published in the Journal of Pediatrics. She currently works in the Severe Behavior Department at Easterseals of Southern California. Previously she was volunteer faculty at UCI's Autism Center and was an Adjunct Professor at Chapman University. Kelly helped found a school for middle school & high school children on the Autism Spectrum: New Vista School and a sports league for children with autism: Spirit League. Kelly was on the Autism Spectrum Task force Created by Senator Correa when it existed in 2004-2006. She co-founded the September 26th Project, creating safety awareness checklists and reminders for those on the autism spectrum and their families. She was an Expert Subject Matter on CASP's recent Organizational Guidelines for ABA companies. She has a training program called Social Skills Collab and a new book on Early Intervention coming soon. Jennifer Lucero Jennifer has been working in the field of Autism & Special Needs Services both professionally and personally for twenty plus years. She has a Bachelor of Fine Arts degree from Laguna College of Art,in Laguna Beach, California. Jennifer spent her early career as Graphic and Product Design Supervisor at The Walt Disney Company in Burbank, California. Jennifer is a mother of two sons- 23-year-old Dylan and 21-year-old Ethan. Dylan is severely impacted with autism and attends an Adult Day Program at Easterseals. Ethan will be graduating from California State University in Monterey Bay, with a degree in Journalism, in May 2023. As a single mother and having one child with special needs, Jennifer changed her career to focus on supporting individuals with special needs. She supports a podcast, A 25 Year Look Across the Spectrum, led by collaborator and friend, Kelly Bermingham. Together they tackle topics related to autism and ABA, sharing insights. Jennifer currently works as Director, Development & Special Events at Special Olympics Southern California. Previously she was Director, Field Development at Autism Speaks Southern California. She has also worked for TACA and the Special Education Department at Tustin Unified School District. Jennifer has volunteered for years with several organizations supporting children and adults living with autism and Special Needs including: Surfers Healing, Fullerton Cares and Spero Vineyards. Her greatest pride is being an advocate for her son's development, rights, and future happiness. Kelly (McKinnon) Bermingham, MA, BCBA, SHRM-CP, she/her | LinkedIn https://www.facebook.com/KellyMcKinnonBermingham Social Skills Collaborative – Autism Skills & ABA Training      

On today’s Program, I’m speaking with Adam Miller, the Special Education Director for Washington Community Schools, and we’re talking about the new strategic plan for the Special Education Department.

Episode 16 features Dr. Kathryn Havercroft, a professor for the Special Education Department at Eastern Illinois University. In this episode she discusses her journey to becoming a professor in Special Education, along with her involvement in several organizations including the Special Olympics. This was a great and fascinating conversation to have, with a recurring theme of "accessible education for everyone". Hope you enjoy!

This week's guest is Regina Duggins who has an wildly impressive resume. She is a CCSD Reading Interventionist employee working closely with the Special Education Department of Military Magnet Academy, a District 20 Constituent School Board member, founder of a girl's mentoring program called “Black Magic Girls,” as well as the founder of Charleston Black Pride, a LGBTQI+ organization for people of color. Incredibly, she is also a self-published author and poet....and that's just the tip of the iceberg!   You can learn more at charlestonblackpride.org, instagram.com/regina.duggins.75, amazon.com/Regina-Duggins/e/B06XX7LM5W. You can also e-mail Regina at reginaduggins77@gmail.com.   This episode's music is by Tyler Boone (tylerboonemusic.com). The episode was produced by LMC Soundsystem.

Idaho SESTA is funded by the Special Education Department of the Idaho State Department of Education MusicMusic used with permission from MusicSesame.com, stock music beds Guitar Theme 1 https://musicsesame.com/styles/background-beds/ Today's ParticipantsKylie Atkinson, M.Ed., BCBA, LBA – kylieatkinson@boisestate.edu  LinksIdaho Training Clearinghouse:https://idahotc.com/Idaho SESTA Homepage:https://idahosesta.org/HomeIdaho SESTA Behavior Topic Page:https://idahotc.com/behavior ReferencesTrauma & Resilience: An Adolescent Provider Toolkit; 2013 The Adolescent Health Working Group (www.ahwg.net)Creating Trauma-Sensitive School Environments to Promote School Success for Children and Youth Who Have Experienced Complex Trauma, 2013; Joyce Dorado, Ph.D, Project Director, UCSF HEARTS (Healthy Environments and Response to Trauma in Schools)Phases of Acting-Out Behavior and De-Escalation Strategies; 2012, Su Y. Park, Psy.D  

Welcome to Idaho SESTA's podcasts, where we'll be focusing on classroom management this year. This is a place for general and special education teachers of all grade levels to hear about topics important to helping you develop effective classroom management practices to improve student performance, and maintain appropriate behavior in your classrooms. I'm Kylie Atkinson, Behavior Coordinator with Idaho SESTA, and I provide support in regions five and six of Idaho, so the Southeast part of Idaho. Today, we're going to do a deeper dive into challenging behaviors. Idaho SESTA's OTB Podcast Series: Episode 11: Deeper Dive into Challenging BehaviorsIdaho SESTA is funded by the Special Education Department of the Idaho State Department of EducationMusicMusic used with permission from MusicSesame.com, stock music beds Guitar Theme 1 https://musicsesame.com/styles/background-beds/Today's ParticipantsKylie Atkinson, M.Ed., BCBA, LBA – kylieatkinson@boisestate.edu LinksIdaho Training Clearinghouse:https://idahotc.com/Idaho SESTA Homepage:https://idahosesta.org/HomeIdaho SESTA Behavior Topic Page:https://idahotc.com/behaviorIdaho SESTA Crisis Plan document ReferencesColvin, Geoffrey, and Terrance M. Scott. Managing the Cycle of Acting-out Behavior in the Classroom. Corwin, a Sage Company, 2015. 

Amid a string of fall 2021 news reports about past-due exonerations and (white) self-defense that document the limits of racial justice within the U.S. legal system, Pain and Shock in America: Politics, Advocacy, and the Controversial Treatment of People with Disabilities (Brandeis University Press, 2021) becomes an even more relevant and timely book. Dr. Jan Nisbet, who authored the book with contributions from Nancy Weiss, introduces it succinctly: “The story is long, complicated, and filled with questions about society and its ability to care about, protect, and support the most vulnerable citizens. It is a story that calls into question the degree to which people who do not have disabilities can separate themselves from those who do, allowing painful interventions that they themselves would not likely tolerate” (2021, p. 8). If justice is central to evaluations of the social policies and public institutions charged with administering it, disability–as core issue theorized in philosophies of justice–must be centered as well (Putnam et al., 2019). To this end, Pain and Shock in America “intentionally highlights the hard-fought battles of disabled survivors like Jennifer Msumba and disabled-led advocacy organizations like the Autistic Self-Advocacy Network,” as “disabled self-advocates (who also happen to be lawyers)” (Nisbet 2021, p. vii-viii) Shain M. Neumeier and Lydia X.Z. Brown write in the Foreword––themselves appearing in the book as leaders with critical roles. The volume chronicles a nearly half-century saga involving the law, education, psychology, and medical fields as they converge in methods and culture of The Judge Rotenberg Center, a privately-run facility in Massachusetts which, despite six student deaths and consistent frequent citations for abuse and neglect, has been funded by taxpayers from about a dozen states and our nation's capital as a placement for students with disabilities. Though its use of a self-made electric shock device makes the Judge Rotenberg Center unique in the country and perhaps the world, its institutional history provides a broader if extreme “lens through which we can understand the societal issues facing people with disabilities and their families” (Nisbet 2021, p. 10) Jan Nisbet is professor emeritus at the University of New Hampshire, where she served for ten years as the senior vice provost for research. Before assuming that position, she was the founding director of the Institute on Disability and professor in the Department of Education. She has been principal investigator on many state- and nationally-funded projects related to children and adults with disabilities. Nancy R. Weiss is a faculty member and the Director of the National Leadership Consortium on Developmental Disabilities at the University of Delaware. She is the former Executive Director of TASH, an international advocacy association committed to the full inclusion of people with disabilities. She has more than forty years of experience in the field of intellectual and developmental disabilities and has worked extensively providing community living and positive behavioral supports. Christina A. Bosch is an assistant professor of special education in the Literacy, Early, Bilingual and Special Education Department of the Kremen School of Education and Human Development at California State University Fresno; on Twitter as @DocCABosch Learn more about your ad choices. Visit megaphone.fm/adchoices

Amid a string of fall 2021 news reports about past-due exonerations and (white) self-defense that document the limits of racial justice within the U.S. legal system, Pain and Shock in America: Politics, Advocacy, and the Controversial Treatment of People with Disabilities (Brandeis University Press, 2021) becomes an even more relevant and timely book. Dr. Jan Nisbet, who authored the book with contributions from Nancy Weiss, introduces it succinctly: “The story is long, complicated, and filled with questions about society and its ability to care about, protect, and support the most vulnerable citizens. It is a story that calls into question the degree to which people who do not have disabilities can separate themselves from those who do, allowing painful interventions that they themselves would not likely tolerate” (2021, p. 8). If justice is central to evaluations of the social policies and public institutions charged with administering it, disability–as core issue theorized in philosophies of justice–must be centered as well (Putnam et al., 2019). To this end, Pain and Shock in America “intentionally highlights the hard-fought battles of disabled survivors like Jennifer Msumba and disabled-led advocacy organizations like the Autistic Self-Advocacy Network,” as “disabled self-advocates (who also happen to be lawyers)” (Nisbet 2021, p. vii-viii) Shain M. Neumeier and Lydia X.Z. Brown write in the Foreword––themselves appearing in the book as leaders with critical roles. The volume chronicles a nearly half-century saga involving the law, education, psychology, and medical fields as they converge in methods and culture of The Judge Rotenberg Center, a privately-run facility in Massachusetts which, despite six student deaths and consistent frequent citations for abuse and neglect, has been funded by taxpayers from about a dozen states and our nation's capital as a placement for students with disabilities. Though its use of a self-made electric shock device makes the Judge Rotenberg Center unique in the country and perhaps the world, its institutional history provides a broader if extreme “lens through which we can understand the societal issues facing people with disabilities and their families” (Nisbet 2021, p. 10) Jan Nisbet is professor emeritus at the University of New Hampshire, where she served for ten years as the senior vice provost for research. Before assuming that position, she was the founding director of the Institute on Disability and professor in the Department of Education. She has been principal investigator on many state- and nationally-funded projects related to children and adults with disabilities. Nancy R. Weiss is a faculty member and the Director of the National Leadership Consortium on Developmental Disabilities at the University of Delaware. She is the former Executive Director of TASH, an international advocacy association committed to the full inclusion of people with disabilities. She has more than forty years of experience in the field of intellectual and developmental disabilities and has worked extensively providing community living and positive behavioral supports. Christina A. Bosch is an assistant professor of special education in the Literacy, Early, Bilingual and Special Education Department of the Kremen School of Education and Human Development at California State University Fresno; on Twitter as @DocCABosch Learn more about your ad choices. Visit megaphone.fm/adchoices

Amid a string of fall 2021 news reports about past-due exonerations and (white) self-defense that document the limits of racial justice within the U.S. legal system, Pain and Shock in America: Politics, Advocacy, and the Controversial Treatment of People with Disabilities (Brandeis University Press, 2021) becomes an even more relevant and timely book. Dr. Jan Nisbet, who authored the book with contributions from Nancy Weiss, introduces it succinctly: “The story is long, complicated, and filled with questions about society and its ability to care about, protect, and support the most vulnerable citizens. It is a story that calls into question the degree to which people who do not have disabilities can separate themselves from those who do, allowing painful interventions that they themselves would not likely tolerate” (2021, p. 8). If justice is central to evaluations of the social policies and public institutions charged with administering it, disability–as core issue theorized in philosophies of justice–must be centered as well (Putnam et al., 2019). To this end, Pain and Shock in America “intentionally highlights the hard-fought battles of disabled survivors like Jennifer Msumba and disabled-led advocacy organizations like the Autistic Self-Advocacy Network,” as “disabled self-advocates (who also happen to be lawyers)” (Nisbet 2021, p. vii-viii) Shain M. Neumeier and Lydia X.Z. Brown write in the Foreword––themselves appearing in the book as leaders with critical roles. The volume chronicles a nearly half-century saga involving the law, education, psychology, and medical fields as they converge in methods and culture of The Judge Rotenberg Center, a privately-run facility in Massachusetts which, despite six student deaths and consistent frequent citations for abuse and neglect, has been funded by taxpayers from about a dozen states and our nation's capital as a placement for students with disabilities. Though its use of a self-made electric shock device makes the Judge Rotenberg Center unique in the country and perhaps the world, its institutional history provides a broader if extreme “lens through which we can understand the societal issues facing people with disabilities and their families” (Nisbet 2021, p. 10) Jan Nisbet is professor emeritus at the University of New Hampshire, where she served for ten years as the senior vice provost for research. Before assuming that position, she was the founding director of the Institute on Disability and professor in the Department of Education. She has been principal investigator on many state- and nationally-funded projects related to children and adults with disabilities. Nancy R. Weiss is a faculty member and the Director of the National Leadership Consortium on Developmental Disabilities at the University of Delaware. She is the former Executive Director of TASH, an international advocacy association committed to the full inclusion of people with disabilities. She has more than forty years of experience in the field of intellectual and developmental disabilities and has worked extensively providing community living and positive behavioral supports. Christina A. Bosch is an assistant professor of special education in the Literacy, Early, Bilingual and Special Education Department of the Kremen School of Education and Human Development at California State University Fresno; on Twitter as @DocCABosch Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/law

Amid a string of fall 2021 news reports about past-due exonerations and (white) self-defense that document the limits of racial justice within the U.S. legal system, Pain and Shock in America: Politics, Advocacy, and the Controversial Treatment of People with Disabilities (Brandeis University Press, 2021) becomes an even more relevant and timely book. Dr. Jan Nisbet, who authored the book with contributions from Nancy Weiss, introduces it succinctly: “The story is long, complicated, and filled with questions about society and its ability to care about, protect, and support the most vulnerable citizens. It is a story that calls into question the degree to which people who do not have disabilities can separate themselves from those who do, allowing painful interventions that they themselves would not likely tolerate” (2021, p. 8). If justice is central to evaluations of the social policies and public institutions charged with administering it, disability–as core issue theorized in philosophies of justice–must be centered as well (Putnam et al., 2019). To this end, Pain and Shock in America “intentionally highlights the hard-fought battles of disabled survivors like Jennifer Msumba and disabled-led advocacy organizations like the Autistic Self-Advocacy Network,” as “disabled self-advocates (who also happen to be lawyers)” (Nisbet 2021, p. vii-viii) Shain M. Neumeier and Lydia X.Z. Brown write in the Foreword––themselves appearing in the book as leaders with critical roles. The volume chronicles a nearly half-century saga involving the law, education, psychology, and medical fields as they converge in methods and culture of The Judge Rotenberg Center, a privately-run facility in Massachusetts which, despite six student deaths and consistent frequent citations for abuse and neglect, has been funded by taxpayers from about a dozen states and our nation's capital as a placement for students with disabilities. Though its use of a self-made electric shock device makes the Judge Rotenberg Center unique in the country and perhaps the world, its institutional history provides a broader if extreme “lens through which we can understand the societal issues facing people with disabilities and their families” (Nisbet 2021, p. 10) Jan Nisbet is professor emeritus at the University of New Hampshire, where she served for ten years as the senior vice provost for research. Before assuming that position, she was the founding director of the Institute on Disability and professor in the Department of Education. She has been principal investigator on many state- and nationally-funded projects related to children and adults with disabilities. Nancy R. Weiss is a faculty member and the Director of the National Leadership Consortium on Developmental Disabilities at the University of Delaware. She is the former Executive Director of TASH, an international advocacy association committed to the full inclusion of people with disabilities. She has more than forty years of experience in the field of intellectual and developmental disabilities and has worked extensively providing community living and positive behavioral supports. Christina A. Bosch is an assistant professor of special education in the Literacy, Early, Bilingual and Special Education Department of the Kremen School of Education and Human Development at California State University Fresno; on Twitter as @DocCABosch 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

Amid a string of fall 2021 news reports about past-due exonerations and (white) self-defense that document the limits of racial justice within the U.S. legal system, Pain and Shock in America: Politics, Advocacy, and the Controversial Treatment of People with Disabilities (Brandeis University Press, 2021) becomes an even more relevant and timely book. Dr. Jan Nisbet, who authored the book with contributions from Nancy Weiss, introduces it succinctly: “The story is long, complicated, and filled with questions about society and its ability to care about, protect, and support the most vulnerable citizens. It is a story that calls into question the degree to which people who do not have disabilities can separate themselves from those who do, allowing painful interventions that they themselves would not likely tolerate” (2021, p. 8). If justice is central to evaluations of the social policies and public institutions charged with administering it, disability–as core issue theorized in philosophies of justice–must be centered as well (Putnam et al., 2019). To this end, Pain and Shock in America “intentionally highlights the hard-fought battles of disabled survivors like Jennifer Msumba and disabled-led advocacy organizations like the Autistic Self-Advocacy Network,” as “disabled self-advocates (who also happen to be lawyers)” (Nisbet 2021, p. vii-viii) Shain M. Neumeier and Lydia X.Z. Brown write in the Foreword––themselves appearing in the book as leaders with critical roles. The volume chronicles a nearly half-century saga involving the law, education, psychology, and medical fields as they converge in methods and culture of The Judge Rotenberg Center, a privately-run facility in Massachusetts which, despite six student deaths and consistent frequent citations for abuse and neglect, has been funded by taxpayers from about a dozen states and our nation's capital as a placement for students with disabilities. Though its use of a self-made electric shock device makes the Judge Rotenberg Center unique in the country and perhaps the world, its institutional history provides a broader if extreme “lens through which we can understand the societal issues facing people with disabilities and their families” (Nisbet 2021, p. 10) Jan Nisbet is professor emeritus at the University of New Hampshire, where she served for ten years as the senior vice provost for research. Before assuming that position, she was the founding director of the Institute on Disability and professor in the Department of Education. She has been principal investigator on many state- and nationally-funded projects related to children and adults with disabilities. Nancy R. Weiss is a faculty member and the Director of the National Leadership Consortium on Developmental Disabilities at the University of Delaware. She is the former Executive Director of TASH, an international advocacy association committed to the full inclusion of people with disabilities. She has more than forty years of experience in the field of intellectual and developmental disabilities and has worked extensively providing community living and positive behavioral supports. Christina A. Bosch is an assistant professor of special education in the Literacy, Early, Bilingual and Special Education Department of the Kremen School of Education and Human Development at California State University Fresno; on Twitter as @DocCABosch Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Amid a string of fall 2021 news reports about past-due exonerations and (white) self-defense that document the limits of racial justice within the U.S. legal system, Pain and Shock in America: Politics, Advocacy, and the Controversial Treatment of People with Disabilities (Brandeis University Press, 2021) becomes an even more relevant and timely book. Dr. Jan Nisbet, who authored the book with contributions from Nancy Weiss, introduces it succinctly: “The story is long, complicated, and filled with questions about society and its ability to care about, protect, and support the most vulnerable citizens. It is a story that calls into question the degree to which people who do not have disabilities can separate themselves from those who do, allowing painful interventions that they themselves would not likely tolerate” (2021, p. 8). If justice is central to evaluations of the social policies and public institutions charged with administering it, disability–as core issue theorized in philosophies of justice–must be centered as well (Putnam et al., 2019). To this end, Pain and Shock in America “intentionally highlights the hard-fought battles of disabled survivors like Jennifer Msumba and disabled-led advocacy organizations like the Autistic Self-Advocacy Network,” as “disabled self-advocates (who also happen to be lawyers)” (Nisbet 2021, p. vii-viii) Shain M. Neumeier and Lydia X.Z. Brown write in the Foreword––themselves appearing in the book as leaders with critical roles. The volume chronicles a nearly half-century saga involving the law, education, psychology, and medical fields as they converge in methods and culture of The Judge Rotenberg Center, a privately-run facility in Massachusetts which, despite six student deaths and consistent frequent citations for abuse and neglect, has been funded by taxpayers from about a dozen states and our nation's capital as a placement for students with disabilities. Though its use of a self-made electric shock device makes the Judge Rotenberg Center unique in the country and perhaps the world, its institutional history provides a broader if extreme “lens through which we can understand the societal issues facing people with disabilities and their families” (Nisbet 2021, p. 10) Jan Nisbet is professor emeritus at the University of New Hampshire, where she served for ten years as the senior vice provost for research. Before assuming that position, she was the founding director of the Institute on Disability and professor in the Department of Education. She has been principal investigator on many state- and nationally-funded projects related to children and adults with disabilities. Nancy R. Weiss is a faculty member and the Director of the National Leadership Consortium on Developmental Disabilities at the University of Delaware. She is the former Executive Director of TASH, an international advocacy association committed to the full inclusion of people with disabilities. She has more than forty years of experience in the field of intellectual and developmental disabilities and has worked extensively providing community living and positive behavioral supports. Christina A. Bosch is an assistant professor of special education in the Literacy, Early, Bilingual and Special Education Department of the Kremen School of Education and Human Development at California State University Fresno; on Twitter as @DocCABosch 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

Amid a string of fall 2021 news reports about past-due exonerations and (white) self-defense that document the limits of racial justice within the U.S. legal system, Pain and Shock in America: Politics, Advocacy, and the Controversial Treatment of People with Disabilities (Brandeis University Press, 2021) becomes an even more relevant and timely book. Dr. Jan Nisbet, who authored the book with contributions from Nancy Weiss, introduces it succinctly: “The story is long, complicated, and filled with questions about society and its ability to care about, protect, and support the most vulnerable citizens. It is a story that calls into question the degree to which people who do not have disabilities can separate themselves from those who do, allowing painful interventions that they themselves would not likely tolerate” (2021, p. 8). If justice is central to evaluations of the social policies and public institutions charged with administering it, disability–as core issue theorized in philosophies of justice–must be centered as well (Putnam et al., 2019). To this end, Pain and Shock in America “intentionally highlights the hard-fought battles of disabled survivors like Jennifer Msumba and disabled-led advocacy organizations like the Autistic Self-Advocacy Network,” as “disabled self-advocates (who also happen to be lawyers)” (Nisbet 2021, p. vii-viii) Shain M. Neumeier and Lydia X.Z. Brown write in the Foreword––themselves appearing in the book as leaders with critical roles. The volume chronicles a nearly half-century saga involving the law, education, psychology, and medical fields as they converge in methods and culture of The Judge Rotenberg Center, a privately-run facility in Massachusetts which, despite six student deaths and consistent frequent citations for abuse and neglect, has been funded by taxpayers from about a dozen states and our nation's capital as a placement for students with disabilities. Though its use of a self-made electric shock device makes the Judge Rotenberg Center unique in the country and perhaps the world, its institutional history provides a broader if extreme “lens through which we can understand the societal issues facing people with disabilities and their families” (Nisbet 2021, p. 10) Jan Nisbet is professor emeritus at the University of New Hampshire, where she served for ten years as the senior vice provost for research. Before assuming that position, she was the founding director of the Institute on Disability and professor in the Department of Education. She has been principal investigator on many state- and nationally-funded projects related to children and adults with disabilities. Nancy R. Weiss is a faculty member and the Director of the National Leadership Consortium on Developmental Disabilities at the University of Delaware. She is the former Executive Director of TASH, an international advocacy association committed to the full inclusion of people with disabilities. She has more than forty years of experience in the field of intellectual and developmental disabilities and has worked extensively providing community living and positive behavioral supports. Christina A. Bosch is an assistant professor of special education in the Literacy, Early, Bilingual and Special Education Department of the Kremen School of Education and Human Development at California State University Fresno; on Twitter as @DocCABosch Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/public-policy

Amid a string of fall 2021 news reports about past-due exonerations and (white) self-defense that document the limits of racial justice within the U.S. legal system, Pain and Shock in America: Politics, Advocacy, and the Controversial Treatment of People with Disabilities (Brandeis University Press, 2021) becomes an even more relevant and timely book. Dr. Jan Nisbet, who authored the book with contributions from Nancy Weiss, introduces it succinctly: “The story is long, complicated, and filled with questions about society and its ability to care about, protect, and support the most vulnerable citizens. It is a story that calls into question the degree to which people who do not have disabilities can separate themselves from those who do, allowing painful interventions that they themselves would not likely tolerate” (2021, p. 8). If justice is central to evaluations of the social policies and public institutions charged with administering it, disability–as core issue theorized in philosophies of justice–must be centered as well (Putnam et al., 2019). To this end, Pain and Shock in America “intentionally highlights the hard-fought battles of disabled survivors like Jennifer Msumba and disabled-led advocacy organizations like the Autistic Self-Advocacy Network,” as “disabled self-advocates (who also happen to be lawyers)” (Nisbet 2021, p. vii-viii) Shain M. Neumeier and Lydia X.Z. Brown write in the Foreword––themselves appearing in the book as leaders with critical roles. The volume chronicles a nearly half-century saga involving the law, education, psychology, and medical fields as they converge in methods and culture of The Judge Rotenberg Center, a privately-run facility in Massachusetts which, despite six student deaths and consistent frequent citations for abuse and neglect, has been funded by taxpayers from about a dozen states and our nation's capital as a placement for students with disabilities. Though its use of a self-made electric shock device makes the Judge Rotenberg Center unique in the country and perhaps the world, its institutional history provides a broader if extreme “lens through which we can understand the societal issues facing people with disabilities and their families” (Nisbet 2021, p. 10) Jan Nisbet is professor emeritus at the University of New Hampshire, where she served for ten years as the senior vice provost for research. Before assuming that position, she was the founding director of the Institute on Disability and professor in the Department of Education. She has been principal investigator on many state- and nationally-funded projects related to children and adults with disabilities. Nancy R. Weiss is a faculty member and the Director of the National Leadership Consortium on Developmental Disabilities at the University of Delaware. She is the former Executive Director of TASH, an international advocacy association committed to the full inclusion of people with disabilities. She has more than forty years of experience in the field of intellectual and developmental disabilities and has worked extensively providing community living and positive behavioral supports. Christina A. Bosch is an assistant professor of special education in the Literacy, Early, Bilingual and Special Education Department of the Kremen School of Education and Human Development at California State University Fresno; on Twitter as @DocCABosch Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies

Idaho SESTA's OTB Podcast Series: Episode 10: Deeper Dive into Thinking Functionally: Preventative Strategies Idaho SESTA is funded by the Special Education Department of the Idaho State Department of Education MusicMusic used with permission from MusicSesame.com, stock music beds Guitar Theme 1 https://musicsesame.com/styles/background-beds/ Today's ParticipantsKylie Atkinson, M.Ed., BCBA, LBA – kylieatkinson@boisestate.edu  LinksIdaho Training Clearinghouse: https://idahotc.com/Idaho SESTA Homepage: https://idahosesta.org/HomeIdaho SESTA Behavior Topic Page: https://idahotc.com/behaviorThe Foundational 4 Resources on ITC: https://idahotc.com/Resources/View/ID/718Live Zoom Discussion – The Foundational 4: https://uidaho.zoom.us/j/91007829769 ReferencesLuke, Kimberlee A., "STRATEGIES TO ASSIST IN DECREASING ESCAPE MAINTAINED BEHAVIORS IN CHILDREN WITH AUTISM SPECTRUM DISORDER" (2017). Electronic Theses, Projects, and Dissertations. 450.Winterling, V., Dunlap, G., & O'Neill, R. E. (1987). The influence of task variation on the aberrant behaviors of autistic students. Education and Treatment of Children, 10(2), 105-19.

Idaho SESTA's OTB Podcast Series: Episode 9: Deeper Dive into The Foundational Four Idaho SESTA is funded by the Special Education Department of the Idaho State Department of Education MusicMusic used with permission from MusicSesame.com, stock music beds Guitar Theme 1 https://musicsesame.com/styles/background-beds/ Today's ParticipantsKylie Atkinson, M.Ed., BCBA, LBA – kylieatkinson@boisestate.edu  LinksIdaho Training Clearinghouse: https://idahotc.com/Idaho SESTA Homepage: https://idahosesta.org/HomeIdaho SESTA Behavior Topic Page: https://idahotc.com/behaviorThe Foundational 4 Resources on ITC: https://idahotc.com/Resources/View/ID/718Live Zoom Discussion – The Foundational 4: https://uidaho.zoom.us/j/91007829769 ReferencesScott, T. M., & Landrum, T. J. (2020). Positive reinforcement in schools: Logic andApplication. Beyond Behavior, 29(2), 6768.https://doi.org/10.1177/1074295620934702 

Idaho SESTA's CMB Podcast Series - Episode 8: Educator Spotlight Idaho SESTA is funded by the Special Education Department of the Idaho State Department of EducationTranscript Link:https://tinyurl.com/24k2mf6e MusicMusic used with permission from MusicSesame.com, stock music beds Guitar Theme 1 https://musicsesame.com/styles/background-beds/ Today's ParticipantsDiana Morgan, BCBA – Idaho SESTA Behavior Coordinator dmorgan@uidaho.edu Jen Jones, BCBA – Idaho SESTA Behavior Coordinator jenniferf@uidaho.edu Trisha Miles – Idaho SESTA Instructional Coordinator LinksIdaho Training Clearinghouse: https://idahotc.com/Idaho SESTA Homepage: https://idahosesta.org/HomeIdaho SESTA Behavior Topic Page: https://idahotc.com/behaviorCMB Series Page: https://idahotc.com/Topics/A-M/Behavior/Classroom-Management-Behavior-Series?page13728=1&size13728=6Subscribe to CMB Series: https://www.surveygizmo.com/s3/5834968/CMB-Contact-List  CMB Series Part 4 – Building Supportive Classrooms: https://idahotc.com/Resources/View/ID/858   Spotlight Educators Recommended ResourcesInclusive Schooling: https://www.inclusiveschooling.com/Disability is Natural: https://www.disabilityisnatural.com/ Taylor Mali: https://taylormali.com/Center for Applied Special Technology (CAST): https://www.cast.org/impact/universal-design-for-learning-udl  CAST UDL Exchange: http://udlexchange.cast.org/home   TranscriptDiana Morgan: [00:00:00] Welcome to episode 8 of Idaho SESTA's Classroom Management Behavior Series Podcast. This is a place for general and special educators of all grade levels to hear about topics important to helping you develop effective classroom management practices to improve student performance and maintain appropriate behavior in the classroom.Today from our Behavioral Coordinator team is myself, Diana Morgan and Jen Jones. This is an Educator Spotlight episode. We are so excited to feature one of our Idaho SESTA Instructional Coordinators, Trisha Miles.

"To see the smiles on the athletes' faces, the accomplishment of "I did it," that's rewarding in itself...just seeing the happiness on their faces."  This quote from Elyria Schools Special Olympics Coordinator Andy Menner and Assistant Coordinator Sam Boneta sums up the joy, excitement and true spirit of the game at the Special Olympics. The Special Olympics is postponed this year due to COVID but in its place will be Pioneer Challenge Day at Ely Stadium on May 28, 2021. Pioneer Challenge Day is a field day for students of Elyria Schools in the Special Education Department. It won't be the Special Olympics but it will sure bring it's own level of excitement, emotion and competition  to Ely Stadium. Good luck, athletes!  (The event will be posted to Elyria Schools PioneerTV on YouTube.) 

As the number of students returning to campus increases, we want to examine what we can do to make sure we're making that return genuinely worthwhile. Today we speak with three staff members - Matt Marks, Monika Aubin, and Kalli Dalton - and we close by listening to students themselves about how to enhance their in-person learning experience. Matthew Marks teaches in the Business Education Department. Monika Aubin teaches in the Science Department.Kalli Dalton teaches in the Special Education Department. 

Interviews in this edition: 1. Amy F Bailes, PT PhD, Physical Therapist, Division of Occupational Therapy & Physical Therapy, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA. “Describing the Delivery of Evidence-based Physical Therapy Intervention to Individuals with Cerebral Palsy”. Analysis of a large dataset of real-world experience from physical therapy sessions among children with cerebral palsy to examine variation by age, Gross Motor Function Classification System, race, and insurance type. Most frequently delivered were: Caregiver education, motor control, functional strengthening, ankle-foot orthoses, treadmill training, and fit of adaptive equipment. 2. Julia Looper PT PHD, School of Physical Therapy, University of Puget Sound, Tacoma, Washington, USA “Current Trends in Pediatric Physical Therapy Practice for Children with Down Syndrome” A survey from 1,000 American pediatric physical therapists examined the breadth of physical therapy practice for children with Down syndrome, concluding that clinicians managed these children for a wide variety of needs with a range of interventions. 3. Rebekah L. Johnson, PT DPT, Pediatric Physical Therapist, Mealtime Connections, Tucson, AZ, USA Current Trends in Pediatric Physical Therapy Practice for Children with Down Syndrome This survey examines the breadth of physical therapy practice for children with Down syndrome. Rebekah Johnson, first author, agreed that the diversity of practice among American physical therapists who managed children with Down Syndrome had been a key finding and that clinicians reading the report could learn from their findings. But there had been an ongoing need to match the evidence-base to current practice. 4. Marybeth Barkocy PT, DPT, PCS, Physical Therapy Division, Associate Professor, University of New Mexico School of Medicine, Albuquerque, NM, USA. The Effectiveness of Serial Casting and Ankle Foot Orthoses in Treating Toe Walking in Children with Autism Spectrum Disorder “This proof-of-concept study examined the effectiveness of serial casting and ankle foot orthoses in children with Autism Spectrum Disorder who toe walk.” 5. Cheryl I. Kerfeld PT, MS, PhD, Special Education Department, Seattle Public Schools, Seattle, Washington, USA Physical Activity Measurement in Children Who Use Mobility Assistive Devices: Accelerometry and Global Positioning System A study of the usefulness of combining accelerometry, global positioning system, and geographic information systems, to describe the time spent in different locations and physical activity duration and level by location for four children with cerebral palsy who use assistive devices. 6. Caroline Martinsson MSc, Habilitation & Health, Children and youth habilitation Borås, Region Västra Götaland, Sweden Abducted Standing in Children With Cerebral Palsy: Effects on Hip Development After 7 Years This study looked at the effects of abducted standing on hip migration. Both the percentage and range of hip and knee motion in children with cerebral palsy were studied for more than seven years in two case-control groups. 7. Laura Graber PT DPT, College of Public Health and Health Professions, Gainesville, Florida, USA Upper Extremity Strengthening for an Individual with Dyskinetic Cerebral Palsy: A Case Report “The purpose of this case is to describe an exercise program designed for an individual with athetoid cerebral palsy who had difficulties with fine motor control and shoulder girdle stability.” “A progressive exercise program aimed at improving proximal stability and fine motor function might be an appropriate intervention for persons with athetoid cerebral palsy”

Belinda O'Dell has spent her 25 year professional career working with diverse student populations. She began her career at Anderson County Jr/Sr High School in Garnett, Kansas where spent three years. Belinda then worked at Ottawa High School where she served on various school and district level teams and was the Department Chair for the Special Education Department. Belinda left Ottawa after 8 years to become the Transition Specialist in De Soto. Belinda spent nine years in the De Soto District helping students and families plan and prepare for life after high school. While in De Soto, Belinda developed the 18-21 special day school known as The Bridge. This program was developed to help students who needed additional time to learn daily living and employability skills and was a showcase program for De Soto schools. Belinda's family relocated to McPherson, Kansas where she found herself back in the classroom teaching Functional Academics at McPherson High School. During her time at McPherson, Belinda focused on inclusive educational opportunities for her students. In partnership with the Business teacher, she created a student-run business known as Pup Prints that paired students in General Education with students in Special Education to design, create and manage every aspect of an apparel company. Belinda also created opportunities for students to spend more time with their general education peers by using a mentoring system and placing her students in general education classes with these mentors to help expose them to grade level content. Belinda also co-taught classes with general education teachers.. Belinda's family once again relocated, this time to Topeka, Kansas where she is currently a Special Education teacher at a Special Day School for students with significant behavioral and emotional challenges. Show Notes / Resources: Twitter: @BelODell Collaborative Problem Solving: https://thinkkids.org/ Inclusive Classrooms: https://www.paulakluth.com/ Presuming Competence Article: https://home.edweb.net/presuming-competence-essential-for-true-inclusion/ Emotional Poverty by Ruby Payne: https://www.ahaprocess.com/product/emotional-poverty-book/ --- Send in a voice message: https://anchor.fm/untitledpc/message

This week we are joined by three wonderful employees from the special education department at Del Norte Unified School District. Tune in as we dive into a day in the life of our employees.

Warning:This is the Completely Inappropriate Podcast We will be Inappropriate...we are NOT experts. We continue our conversation with special education teacher, Alyssa! Starting with a candid conversation, we get into Alyssa's politics. Finally! Someone from the party of "love and understanding".Tony informs Alyssa that Frank believes taxation is theft, and the conversation takes off! Leading to oil and profiteering, then back on education.Short, sweet, and simple. See you next week!   Sincerely,The Inappropriate Ones Email with your inappropriate questions and inappropriate storiesat completelyinappropriatepodcast@gmail.comReach us on twitter @CompletelyInapinstagram @Cipodcastfacebook @Completely Inappropriate Podcastwww.CIpodcast.podbean.comSearch Youtube :Completely Inappropriate Podcastor Bitchute :Completely_Inappropriate_Podcastintro and outro by Tony G. 

On today's Warriors of Education podcast we catch up to my first interview with Kevin Higgins. Because of a medical condition Kevin is teaching remotely. We talk about the constant challenges between curriculum changing and getting students to show up, as well as the frustration of not being live. Kevin Higgins is a Special Education teacher in the South Bronx. In the 8 years he has been teaching, he has taught/co-taught ELA, Earth Science, U.S. History, Global History and Creative Writing; as well as leading Advisory classes for both integrated and self-contained classes for grades 9-12. He has been on numerous committees, has run professional development seminars revolving around Special Education, and was chair of his school's Special Education Department for 5 years.

We had a chance to speak with CHISD Director of Special Education Alva Walker about the ways that the Special Education Department has adapted to serve scholars during the COVID-19 Pandemic. We also spoke about their future plans and discussed the fact that October is Down Syndrome Awareness Month.

Erika began her career as a special education teacher in the West-Linn Wilsonville School district. When her family relocated to Southern Oregon, she was fortunate to work in Medford as a special education TOSA, supporting the work of the Special Education Department for the district. She worked at Ashland High School for seven years, three as assistant principal, and the last four as principal. She look forward working alongside the staff and community at Griffin Creek in supporting every student to learn, grow and thrive. Show Highlights Make solid decisions with the 3 Word Wise strategy to anchor yourself and your staff to your beliefs Erika shares useful tools and why you should join the GO Community to transform your leadership  Lower the barriers for students to come forward with a sound protective policy on harassment Be empathetic in challenging situations. It’s not personal, it’s uncomfortable.  Essential training for staff members to ensure they’re doing everything legally and morally for children in and out of the school building.  Overcome first year fears as an administrator to bring difficult issues to light. Hear Ericka’s district plan on training, reporting and investigating Erika’s tips for the learning community when presented with critical information, who to go to, and how to make unbiased decisions.  “Wisdom is just recognizing that I am not going to be the smartest person in the room.The collective is always more powerful than the individual person. And so what information do I need? What wisdom do I need to gather from others?”  -Erika Bare   Full Transcript A First Year Principal Takes on Sexual Harassment (1)   Erika Bare’s Resources & Contact Info: 2020-2021 Mastermind Book Reading List  Ashland School District Sexual Harassment Plan https://www.betterleadersbetterschools.com/go erika.bare@medford.k12.or.us   Looking for more? Read The Better Leaders Better Schools Roadmap Join “The Mastermind” Read the latest on the blog     Show Sponsors ORGANIZED BINDER Organized Binder is an evidence-based RTI2 Tier 1 universal level solution Focuses on improving executive functioning and noncognitive skills Is in direct alignment with the Universal Design for Learning (UDL) framework Is an integral component for ensuring Least Restrictive Environments (LRE) You can learn more and improve your student’s success at https://organizedbinder.com/   TEACHFX School leaders know that productive student talk drives student learning, but the average teacher talks 75% of class time! TeachFX is changing that with a "Fitbit for teachers" that automatically measures student engagement and gives teachers feedback about what they could do differently.  Learn more about the TeachFX app and get a special 20% discount for your school or district by visiting teachfx.com/blbs. Copyright © 2020 Twelve Practices LLC

We are often astonished to read or hear in the news about a kid who grabs a classmate's hair, or snatches food from their tray, or even kicks their teacher. The average person might focus on the obvious disrespectful and unacceptable in-school behaviors. However, we will be missing point if we think that kids should come to school already fully knowing how to behave “properly”. Instead, we need to receive them with open arms, find out what they can do, and provide them with the necessary help to teach them what they don't yet know.On this episode, Dr. Cheryl Rice, a Behavior Intervention Specialist and a Certified Instructor of Mindset Non-violent Crisis Intervention (De-escalation) Training for Educator shares what's at the heart of meeting kids where they are in order to advance educator-learner interactions to shape nurturing learning communities. About Cheryl RiceCheryl Rice has been a Special Education Teacher for over 20 years. Currently, she is a Behavior Intervention Specialist for public school elementary students grades prek through 5th. Cheryl has her Masters and Education Specialist degrees in Education, with an emphasis on working with Young Children with Special Needs. She has a National Board Certification in the area of Young Children with Special Needs. Cheryl was an Adjunct Professor at Valdosta State University in Special Education Department. She completed her Doctoral Studies in the area of School Improvement with an emphasis on Educational Leadership.Cheryl is a Certified Instructor of Mindset Non-violent Crisis Intervention (Deescalation) Training for Educators. She is also an Early Intervention Specialist for Georgia Department of Education through GA PINES (Parent and Infant Network for Early Intervention Services). Finally, Cheryl is a lifelong resident of Georgia and a mother of 2 grown boys.Helpful Books:Teaching to Strengths: Supporting Students Living with Trauma, Violence and Chronic StressEngaging Students with Poverty in MindRelationship, Responsibility, and Regulation: Trauma-Invested Practices for Fostering Resilient LearnersHanging In: Strategies for Teaching the Students Who Challenge Us MostAbout Host, Sucheta KamathSucheta Kamath, is an award-winning speech-language pathologist, a TEDx speaker, a celebrated community leader, and the founder and CEO of ExQ®. As an EdTech entrepreneur, Sucheta has designed ExQ's personalized digital learning curriculum/tool that empowers middle and high school students to develop self-awareness and strategic thinking skills through the mastery of Executive Function and social-emotional competence.Support the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

Julie Esparza Brown has devoted her career to education. She’s an associate professor in the Special Education Department at Portland State University. And since 2015, she has served on the Portland Public Schools board. Esparza Brown recently announced that she won’t run for a second term on the board. We talk with her about what the past four years have been like and what it has meant to her to be the only person of color on the PPS board.

Ask Win is a podcast where you are a VIP. Win wants to focus and teach people more and Cerebral Palsy. You’re welcome to ask questions about anything that you want. CP questions but mainly life questions on how to deal with CP or not. Win can ask you base questions if you want. Please let us know or there will be no base questions. If you have any questions for Win please email her at askingwkelly@gmail.com. Please donate to Ask Win by going to https://www.paypal.me/WCharles. Patron Checkout: https://www.patreon.com/join/Askwin?. Simplecast's Brand Ambassador Program: http://refer.smplc.st/rtTvG. On Ask Win today (Saturday, January 19, 2019), Best-Selling Author, Win C welcomes Alyssa Kay Richman. Alyssa was born on March 31, 1994 with cerebral palsy that affects her right side. When Alyssa was 9 years old, she was also given a diagnosis of epilepsy. Alyssa attended school in Basalt and graduated from Basalt High School in 2012. When Alyssa first graduated, she attended Western State Colorado University from 2012-2014 and she was majoring in English. Alyssa worked with Valley Life For All in 2014 and that inspired her to study social work. Alyssa went back to school in 2015 and graduated with a Bachelor of Social Work in December 2017. As of August 2018 Alyssa is a ParaProfessional at Glenwood Springs High School working with the Special Education Department. To learn more about Alyssa email her at arichman38@gmail.com. Check out Win's books at https://www.amazon.com/Win-Kelly-Charles/e/B009VNJEKE/ref=sr_tc_2_0?qid=1538951782&sr=1-2-ent. I, Win: http://books2read.com/Iwin Check out Danielle's books at https://www.amazon.com/Danielle-Coulter/e/B00OFIOY3C/ref=as_li_ss_tl?qid=1483655853&sr=8-2&linkCode=sl2&tag=paradimarket-20&linkId=8490a064c62cededb762ed5b949ed144

Today's guest is Dr. Pam Wright. She is the Director of the Office of Special Education at the Indiana Department of Education.  Dr. Wright has served as a teacher, and Director of Special Services in various Indiana school districts, so having the ability to look at education from various lenses is very important. Dr. Wright has been a tremendous asset to public education in Indiana. Let's find out how she views the issues in Indiana public schools

Most special needs children have an IEP (Individual Education Plan) through the Special Education Department of his/her school. Mighty Mommy has 5 tips to help you prepare for these annual meetings.

Mary Asaba is a Graduate Assistant with the Education and Special Education Department at Mansfield University. Her quest for educational knowledge began in her native home of African Country, Cameroon. In this discussion, Mary talks with Dr. Kathleen Carico about the history of her country, the educational environment and what triggered her mission to seek [...]