Podcasts about special education programs

In 2015, the Office of Special Education Programs published a letter stating that school teams were “not prohibited” from using the term “dyslexia”. Unfortunately, this letter left many questions unanswered and is often misinterpreted.Parents seeking out services for their children are still unsure how to advocate for appropriate services in their schools and communities.School teams are still unsure about what they're “permitted” vs. “required” to do.Professionals are unsure who is qualified or responsible for identifying students with dyslexia and other learning disabilities. That's why I invited Tom Parton to episode 178 of De Facto Leaders to discuss legal mandates, ethical obligations, and factors school teams should consider when making decisions about curriculum and assistive technology. Tom Parton is a private Speech Language Pathologist in Normal, Illinois. He retired after 35 years of public-school practice. Tom is President of Everyone Reading Illinois and is a member of ERI's Legislative Committee. Tom has presented on autism and language/literacy topics at local, state, and national conferences. Tom participated in the ISBE Reading Instruction Advisory Group and Teachers of Reading Certification task forces. He is currently a member of the ISBE Dyslexia Handbook revision team. He is past-president of the Illinois Speech-Language-Hearing Association and is ISHA Honors Committee co-chair and a member of ISHA's Leadership Development Committee. Tom is the 2024 chair of the American Speech Language Hearing Association Committee of Ambassadors.This episode is part of the National Literacy Month series of podcasts, presented in partnership between the Be Podcast Network and Reading Is Fundamental (RIF).In this conversation, we discuss:✅What do federal guidelines require when it comes to identifying and serving students with reading/writing disabilities?✅Picking the right battles to fight: Do we focus on the labels or the services and curriculum?✅Who is qualified or responsible for diagnosing dyslexia?✅The ethical problem with giving up on word-decoding in secondary school.✅What skills do students need to effectively use assistive technology for reading, writing, and spelling?Additional resources mentioned in this episode:The Dyslexia Handbook from the Illinois State Board of Education (ISBE) (https://www.isbe.net/Documents/Dyslexia-Handbook.pdf)ISBE Comprehensive Literacy Plan (https://www.isbe.net/literacyplan)The International Dyslexia Association (IDA) (https://dyslexiaida.org)The International Dyslexia Association (IDA) Dyslexia Handbook (https://dyslexiaida.org/ida-dyslexia-handbook/)The Reading League of Illinois (https://il.thereadingleague.org)The Illinois SLD Support Project (https://sldsupports.org)Dyslegia: State Dyslexia Laws (https://www.dyslegia.com/state-dyslexia-laws/)Williams, V. (2023) Letter from the Office of Special Education and Rehabilitative Services on the use of “Developmental Language Disorder” for special education eligibility. Office of Special Education Programs. Retrieved from: https://www.asha.org/siteassets/advocacy/comments/OSEP-Response-Letter-to-ASHA-on-DLD-5.30.23.pdfYudin, M. K. (2015). Letter from the Office of Special Education and Rehabilitative Services on the use of “Dyslexia” for special education eligibility. Office of Special Education Programs. Retrieved from: https://sites.ed.gov/idea/files/policy_speced_guid_idea_memosdcltrs_guidance-on-dyslexia-10-2015.pdfIn this episode, I mention the School of Clinical Leadership, my program that helps related service providers develop a strategic plan for putting executive functioning support in place in collaboration with their school teams. You can learn more about that program here: https://drkarendudekbrannan.com/clinicalleadershipIn this episode, I mention Language Therapy Advance Foundations, my program that helps SLPs create a system for language therapy. You can learn more about Language Therapy Advance Foundations here: https://drkarenspeech.com/languagetherapy/You can get 25% off either program when you join between September 15-October 15. Just enter coupon code RIF25 on the checkout page to get this special rate. *If you're already a member of either program and you refer a friend, tell them to email me at talktome@drkarenspeech.com if they join and let me know you referred them and I'll send you a $100 referral bonus. Here's what you can do right now to support this campaign and ensure you don't miss any of these amazing interviews/commentary. Go to Apple, Spotify, or any other directory you use for podcasts and subscribe to the De Facto Leaders podcast.Once you listen to an episode or two, leave me a rating and review. This helps get my show into the hands of people who need the information.Do you have a colleague or friend who needs to learn more about the research surrounding language and literacy? Do you want to spread the word about practices and ideas you'd like to see in your school, community, or state? If so, tell them about the De Facto Leaders podcast so they can listen to all the episodes in this special campaign. Reading Is Fundamental is a nonprofit that focuses on connecting educators and families with materials and training aligned with evidence-based literacy instruction. Not only is their model aligned with the science of reading; they also offer unique book ownership solutions for professionals and families to address book equity issues. You can learn more about Reading Is Fundamental here: https://www.r...

Welcome back, listeners, to Diverse Thinking Different Learning! In this episode, we're having a conversation with Dr. Sarah Powell, a distinguished professor at the University of Texas at Austin and Associate Director of the Meadows Center for Preventing Educational Risk. Dr. Powell's expertise in math education sheds light on effective strategies to support students who face challenges with math! The discussion explores the crucial role early math education plays in shaping a student's future academic success, emphasizing that early struggles can lead to long-term difficulties if not addressed properly. Dr. Powell elaborates on how cumulative math skills impact later learning, stressing the importance of early intervention and continuous support throughout a student's educational journey. Dr. Powell also highlights several best practices for math instruction, including the use of multiple representations to deepen understanding and systematic, explicit teaching methods to ensure mastery of concepts. She also addresses the role of math vocabulary and its significance in helping students grasp mathematical ideas more effectively. Tune in to gain valuable insights into how targeted interventions and effective teaching strategies can make a significant difference in students' math achievements. If you are an educator yourself seeking to enhance your math instruction or perhaps a parent looking to support your child's learning, this episode of the show is sure to offer practical advice and actionable strategies to help all students excel in math! Show Notes: [3:14] - Early math performance predicts future success, making early intervention important for long-term achievement. [6:06] - Dr. Powell points out how schools often prioritize reading over math, but early math interventions are just as important. [9:01] - Dr. Powell argues that teaching math vocabulary is essential for understanding concepts and participating effectively in the classroom. [11:59] - Difficulties in math may be linked to language issues, including reading, writing, and speaking. [13:04] - Using multiple representations, like manipulatives and drawings, can help students better understand math concepts. [15:24] - Dr. Powel feels that students should understand math deeply by using various representations, not just by memorizing symbols. [18:55] - Identifying common mistakes better helps target instruction than addressing isolated mistakes. [20:02] - Dr. Powell argues that effective math learning involves modeling, repeated practice, and building fluency through both speed and accuracy. [23:53] - Incorporating short fluency practices into the school day enhances math skills and helps reduce cognitive overload. [25:34] - Older students should develop fluency to avoid using basic strategies like tick marks, which can lead to mistakes. [26:55] - Effective strategies for solving word problems include the U.P.S. check method and recognizing common problem types. [31:16] - Dr. Powell explains how parents can help with word problems by discussing the problem and identifying consistent frameworks. [32:43] - Parents can also support math learning through discussions, games, and incorporating math into daily activities. [35:25] - Engaging in practical math activities, like measuring ingredients, makes math fun and relevant! [38:57] - For additional support, resources include emailing Dr. Powell as well as videos on representations, a free math course, and teacher-friendly materials! About Our Guest: Dr. Sarah R. Powell is a Professor in the College of Education at The University of Texas at Austin and Associate Director of the Meadows Center for Preventing Educational Risk. Her research, teaching, and service focus on mathematics, particularly for students who experience mathematics differently. Dr. Powell is currently Principal Investigator (PI) of an Institute of Education Sciences (IES) efficacy grant (RAAMPS) related to word-problem solving at Grade 4. Dr. Powell is also PI of SPIRAL, an IES grant which works collaboratively with Grade 4 and 5 teachers who provide mathematics instruction to students with mathematics difficulty. Dr. Powell is Co-PI of STAIR 2.0 (funded by IES) in which the team works with middle school special education math teachers and SCALE (funded by the US Department of Education) in which the team is replicating a fraction intervention in Grades 4-8. Dr. Powell collaborates on Math Words, an IES development grant about mathematics vocabulary. She also assists with a word-problem project funded as a Small Business Innovation Research (SBIR) grant to Querium. To help create the next generation of researchers focused on mathematics, Dr. Powell is PI of a doctoral leadership grant (LIME) funded by Office of Special Education Programs. Dr. Powell was awarded the Presidential Early Career Award for Scientists and Engineers (PECASE) in 2019. Dr. Powell understands all of these efforts are a team effort, and she thanks her project leads, graduate students, research assistants, and research collaborators as well as the teachers and students who participate in these projects. Links and Related Resources: ChildNEXUS - “Important Components of Effective Math Intervention” Diverse Thinking Diverse Learning - “Ep. 60: A Multisensory Intervention for Kids Who Struggle with Math with Adrianne Meldrum” Diverse Thinking Diverse Learning - “Ep. 122: Accommodations for Students Who Struggle with Math with Adrianne Meldrum” “Intensive Intervention in Mathematics Course Content” “Specialized Math Intervention to Reach All Learners” “Pirate Math Equation Quest” Texas SPED Support - “Instructional Routines for Mathematics Intervention” YouTube - Project STAIR Connect with Dr. Sarah Powell: The University of Texas at Austin College of Education - Dr. Sarah Powell Email: srpowell@utexas.edu  Phone: 15124756556 Connect with Us: Get on our Email List Book a Consultation Get Support and Connect with a ChildNEXUS Provider Register for Our Self-Paced Mini Courses for Better Understanding and Supporting Your Child with ADHD, Dyslexia & Anxiety The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.  

Teacher preparation programs should equip reading teachers with the knowledge they need to provide explicit intervention for students who have dyslexia or other disabilities. But what if they don't? Unfortunately, this situation is quite common. That's why I invited Mary Saghafi and Shannon Betts from the Reading Teachers' Lounge Podcast to episode 165 of the De Facto Leaders podcast to talk about how reading specialists and other service providers can emerge as literacy leaders; whether it be in their current job or within a career transition. The Reading Teachers' Lounge is a podcast where listeners can eavesdrop on professional conversations between elementary reading teachers. Shannon and Mary are passionate about literacy and strive to find strategies to reach all learners. Shannon and Mary are neighbors who realized they were “literacy soul sisters” at a dinner in their Atlanta Neighborhood. Once they started chatting about reading, they haven't really stopped. Shannon is currently teaching part time as a reading resource teacher while she continues to create teaching materials on Teachers Pay Teachers and Boom Learning. Mary is a private tutor and dyslexia advocate. They began our podcast in 2018 and are currently finishing their sixth season.In this conversation, we share:✅How a litigious situation turned into a reading reform initiative and inspired Mary to make a career pivot.✅When there's conflict between schools and parents; should you be a united front with your school team, even if you resonate more with the parent's point of view? ✅The parent advocacy perspective: How parents can advocate for their kids AND the school staff at the same time. ✅Should schools be using the “dyslexia” label (and what do the laws require vs. allow)? ✅Will voicing your opinion have a negative impact on your career (plus Shannon's experience with being the squeaky wheel on her team)? You can find Shannon's Teachers Pay Teachers store here: https://www.teacherspayteachers.com/Store/Rdng, and her Boom Learning resources here: https://wow.boomlearning.com/author/rdng?collection=Decks&sort=publishDate&order=-1Connect with Shannon and Mary on their Patreon community for literacy professionals here: https://www.patreon.com/readingteachersloungeFollow the Reading Teacher's Lounge Podcast on Instagram @readingteacherslounge https://www.instagram.com/readingteacherslounge/, on Facebook here: https://www.facebook.com/readingteacherslounge, or on their podcast website here: https://www.readingteacherslounge.com/podcast-homeListen to the Reading Teacher's Lounge Season 6, Episode 13 (Link here: https://www.readingteacherslounge.com/season-6-episodes/s6-e-13-the-intersection-of-speech-reading-and-language)  where I was a guest, and we discussed the partnership between speech-language pathologists and reading teachers here.I mentioned the following resources in this episode:EP 141: No, kids do not learn to read and write naturally with (with Melanie Brethour) Link here: https://drkarendudekbrannan.com/ep-141-no-kids-do-not-learn-to-read-and-write-naturally-with-melanie-brethour/EP 159: Co-morbidities and Differential Diagnosis (ADHD, DLD, Dyslexia) Link here: https://drkarendudekbrannan.com/ep-159-comorbidities-and-differential-diagnosis-adhd-dld-dyslexia/Williams, V. (2023) Letter from the Office of Special Education and Rehabilitative Services on the use of “Developmental Language Disorder” for special education eligibility. Office of Special Education Programs. Retrieved from: https://www.asha.org/siteassets/advocacy/comments/OSEP-Response-Letter-to-ASHA-on-DLD-5.30.23.pdfYudin, M. K. (2015). Letter from the Office of Special Education and Rehabilitative Services on the use of “Dyslexia” for special education eligibility. Office of Special Education Programs. Retrieved from: https://sites.ed.gov/idea/files/policy_speced_guid_idea_memosdcltrs_guidance-on-dyslexia-10-2015.pdfIn this episode, I mention Language Therapy Advance Foundations, my program that helps SLPs create a system for language therapy. You can learn more about Language Therapy Advance Foundations here: https://drkarenspeech.com/languagetherapy/

Join this dialogue with the Center on Inclusive Technology and Education Systems (CITES) to gain insights from the U.S. Department of Education's Office of Education Technology and Office of Special Education Programs on the recently released assistive technology (AT) guidance and National Education Technology Plan. Each document highlights how students with disabilities can be supported to help ensure academic success. During the discussion, CITES will share district leadership resources including self-assessments, job descriptions and professional learning facilitator guides so teams can launch or build upon their inclusive technology practices. Facilitator:  Christine Fox, Vice President Operations Panelists: Anita Vermeer, Education Specialist, Office of Special Education, U.S. Department of Education Zac Chase, Digital Equity Impact Fellow, Office of Education Technology, U.S. Department of Education In our professional advancement webinars, education technology experts from across the country and worldwide present their specialties. During each interactive session, experts engage in dialogue to address the challenges and opportunities facing educators. Webinars are FREE for members and $59 for non-members. Partner webinars are free for all. For a complete listing of all CoSN's webinars, please visit:⁠⁠ ⁠⁠⁠⁠⁠⁠https://www.cosn.org/education-events/webinars/⁠⁠⁠⁠⁠⁠⁠⁠ Be sure to follow us on Twitter ⁠⁠⁠⁠⁠⁠⁠⁠@CoSN⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠LinkedIn⁠⁠⁠⁠⁠⁠⁠⁠ to stay updated on CoSN events!

There are more than 7 million students with disabilities in the United States, representing a variety of needs and abilities. Schools across the country continue to struggle to meet the needs of students with disabilities in the least restrictive environment possible, and gaps have only grown over the past decade. In today's episode, Jill and Ross are joined by two leading experts to explore this topic: Valerie Williams and Bill Henderson. Valerie Williams serves as the Director of the Office of Special Education Programs at the U.S. Department of Education. With an extensive background in policy and advocacy for children with disabilities, Valerie brings a wealth of experience in supporting states and districts across the country to help students with disabilities. Bill Henderson is a former school leader in Boston who led one of the most successful inclusive schools in the country, the O'Hearn School. His work in inclusion is nationally recognized. Valerie and Bill join Jill and Ross to discuss the state of special education across the country and how schools can better support students of all abilities. Learn more about your ad choices. Visit podcastchoices.com/adchoices

There are more than 7 million students with disabilities in the United States, representing a variety of needs and abilities. Schools across the country continue to struggle to meet the needs of students with disabilities in the least restrictive environment possible, and gaps have only grown over the past decade. In today's episode, Jill and Ross are joined by two leading experts to explore this topic: Valerie Williams and Bill Henderson. Valerie Williams serves as the Director of the Office of Special Education Programs at the U.S. Department of Education. With an extensive background in policy and advocacy for children with disabilities, Valerie brings a wealth of experience in supporting states and districts across the country to help students with disabilities. Bill Henderson is a former school leader in Boston who led one of the most successful inclusive schools in the country, the O'Hearn School. His work in inclusion is nationally recognized. Valerie and Bill join Jill and Ross to discuss the state of special education across the country and how schools can better support students of all abilities. Learn more about your ad choices. Visit podcastchoices.com/adchoices

This edWeb podcast is sponsored by Center on Inclusive Technology & Education Systems.The edLeader Panel recording can be accessed here.Be part of an insightful edWeb podcast during which education leaders and parents of students with disabilities delve into the power of dynamic partnerships between educators and families in technology planning and utilization. Discover the transformative potential of the Center on Inclusive Technology & Education Systems (CITES) and its Family Engagement practices.Funded by the U.S. Department of Education's Office of Special Education Programs, CITES was co-developed with a cohort of diverse school districts across the country and provides tools and resources for district leaders to develop and maintain inclusive technology ecosystems including resources to engage families. For students with disabilities, it is vital to ensure that families are involved, particularly when planning for the implementation of assistive technology (AT) and accessible educational materials (AEM), to foster positive educational outcomes. Check out the free, openly licensed resources that foster collaboration across EdTech and special education empowering school districts to create and sustain inclusive technology systems to serve all students and become an advocate for inclusive technology in your district.This edWeb podcast is of interest to K-12 education technology leaders, assistive technology leaders, and school and district leaders.CITES Empower school districts to create and sustain inclusive technology systems that serve all students.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

We have explored the topic of autism and exercise on the Wellness Paradox previously, in episode 69. This time we do it through the unique lens of translating research into practice.In episode 102 we're once again joined by David Geslak, a pioneer in the realm of autism and exercise who was on the podcast in episode 69. David is joined by Dr. Haylie Miller, an acclaimed researcher on autism and exercise from the University of Michigan. Our conversation is an eye-opening exploration of the theory and research on exercise and autism, aimed at equipping fitness professionals with the knowledge to successfully bridge the gap with the autistic population.Dive right in as we illuminate the unique challenges faced by individuals with autism and how the research informs an evidence-based methodology for working autistic individuals.  A focal point of our conversation is the service cliff that autistic people encounter post-schooling, and how the fitness industry can extend an essential lifeline.  David and Dr. Miller's unique perspective make this a thought-provoking and highly practical conversation that you won't want to miss!Show Notes Page: https://wellnessparadoxpod.com/episode102Our Guests: Dr. Haylie L. Miller is an assistant professor of Movement Science and director of the Motor and Visual Development Laboratory at the University of Michigan School of Kinesiology.Dr. Miller's program of research investigates visuomotor integration—the use of visual information to plan, execute, and modify movement—in typical development, autism, and other neurodevelopmental conditions.Dr. Miller graduated from Vanderbilt University in 2006 with a BA, double-majoring in Psychology and Music. She completed her graduate studies at the University of Texas at Arlington, earning an MS in 2008 and a PhD in 2012 in the Experimental Psychology program. She also completed postdoctoral fellowships focused on sensorimotor functioning in autism at the Center for Autism and Developmental Disabilities at the University of Texas Southwestern Medical Center and University of North Texas Health Science Center.David S. Geslak is a former paraeducator and Fitness Coordinator at a school for children with autism who experienced first-hand the challenges of teaching exercise. By understanding that students with autism learn differently, he developed a system that has become a breakthrough in effectively teaching exercise. Twelve universities have incorporated his programs into their Adapted Physical Education and Special Education Programs. As a pioneer in the field, Dave gives his insightful and inspiring presentations around the world, including, Egypt, United Arab Emirates, Barbados, Singapore, South Korea, Kazakhstan, Bahrain, Russia and Canada. Coach Dave is also a published author, writes Autism & Exercise research articles, and is a columnist for HELEN – The Journal of Human Exceptionality.Coach Dave graduated from the University of Iowa with a degree in Health Promotion. He is a Certified Exercise Physiologist from the American College of Sports Medicine and a Certified Strength and Conditioning Specialist from the National Strength and ConditioFollow us on social at the links below: https://www.facebook.com/wellnessparadox https://www.instagram.com/wellnessparadox/ https://www.linkedin.com/company/wellness-paradox-podcast https://twitter.com/WellnessParadox

This edWeb podcast is sponsored by Center on Inclusive Technology & Education Systems.The edLeader Panel recording can be accessed here.Listen to this for a thought-provoking edWeb podcast where education leaders delve into the power of inclusive technology systems. Gain insights into the needs of students, including powerful assistive technologies (AT) to support learning goals and the critical need for accessible educational materials (AEM). We explore real-world examples, discuss the impact on all learners including those with disabilities, and highlight AT and AEM in action. Don't miss this opportunity to explore how inclusive technology systems break down barriers and empower learners.The Center on Inclusive Technology & Education Systems (CITES) framework, funded by the U.S. Department of Education's Office of Special Education Programs, was co-developed with a cohort of diverse school districts across the country and provides tools and resources for district leaders to develop and maintain inclusive technology ecosystems. Check out the free, openly licensed resources to foster collaboration across EdTech and special education empowering school districts to create and sustain inclusive technology systems to serve all students.This recorded edWeb podcast is of interest to K-12 school leaders, district leaders, and education technology leaders.CITES Empower school districts to create and sustain inclusive technology systems that serve all students.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

After failing to meet federal requirements to support students with disabilities in 2020, the Virginia Department of Education will remain under further review by the federal government after continuing to fall short in monitoring and responding to complaints against school districts, according to a letter from the U.S. Department of Education. “We have significant new or continued areas of concerns with the State's implementation of general supervision, dispute resolution, and confidentiality requirements” of IDEA, stated the Feb. 17 letter from the Office of Special Education Programs. The U.S. Department of Education first flagged its concerns in a June 2020 “Differentiated...Article LinkSupport the show

Patricia DiFranco, attorney for the Family Advocacy Support & Training Program (FAST) at Legal Aid of WV, joins Clint Adams to speak about options for students seeking Special Education Programs in West Virginia schools. Learn about both 504 plans, derived from section 504 of the Rehabilitation Act of 1973, and Individualized Education Plans, or IEPs. Who is responsible for determining if your child qualifies for these programs? What are the differences between the two and which is right for your child's needs? How can your child receive a Temporary 504 plan if they have a concussion, broken limb, or other temporary condition? Hosted on Acast. See acast.com/privacy for more information.

This is the afternoon All Morning for Thursday, January 19th, 2023

The Good Life EDU Podcast welcomes back Pam Brezenski who now serves as the Project Manager for Get SET Nebraska, a grant by the Office of Special Education Programs (secured by NDE in collaboration with ESU 13 and UNL). Get SET Nebraska aims to help retain special education teachers in Nebraska to enhance student success across the state. This effort, which is in its first pilot year, aims to grow from six districts to fifty districts between this school year and the next, and all districts in Nebraska are eligible to participate. For more information on their administrative leadership academy and/or their mentoring and induction programming for special education teachers, please reach out to Pam directly at Pbrezenski@esu13.org.

As the fitness industry seeks to become more embedded in the healthcare delivery system, becoming more inclusive is a critical priority. An element of this inclusivity is developing an evidence-based understanding of the populations we can best serve. In episode 69 of the Wellness Paradox we talk with David Geslak, the founder of the Exercise Connection, an organization that has developed evidence-based practice for working with autistic and special needs individuals (they've also developed a certification in conjunction with the ACSM based on their expertise). As David will attest this population is in significant need of our expertise, but they also provide significant fulfillment and an excellent business opportunity all at the same time. Show Notes Page: https://www.wellnessparadoxpod.com/podcast/episode/69Our Guest: David S. Geslak BS, ACSM EP-C, CSCSAs a Fitness Coordinator at a school for children with autism, Coach Dave experienced first-hand the challenges of teaching exercise. By understanding that students with autism learn differently, he developed a system that has become a breakthrough in effectively teaching exercise. Nine universities have incorporated his program into their Adapted Physical Education and Special Education Programs. As a pioneer in the field, Dave gives his insightful and inspiring presentations around the world, including, Egypt, Dubai, Barbados, Russia and Canada. Coach Dave is also a published author, writes Autism & Exercise research articles, and has a TV Show “Coach Dave” on the Autism Channel.Coach Dave graduated from the University of Iowa with a degree in Health Promotion. He is a Certified Exercise Physiologist from the American College of Sports Medicine and a Certified Strength and Conditioning Specialist from the National Strength and Conditioning Association. He is a former assistant strength and conditioning coach for the University of Iowa Football Program and co-founder/President of Right Fit. He is also a member of the State of Illinois Autism Taskforce.

For this episode, we were able to recover a "lost episode" of the NCPEID collaborative from this Spring featuring guest speakers Dr. Justin Haeglele and Dr. Joonkoo Yun where they discuss why to get your PhD in APE and how to identify the PhD for you. Dr. Haegele (@Justin_Haegele) is an associate professor at Old Dominion University and a frequent guest on this podcast. Dr. Yun is a full professor and chair of the Kinesiology Department at East Carolina University. Both are accomplished researchers, as well as they have OSEP grant (Office of Special Education Programs) funding for PhDs. This training will occur through coursework, practicum, a consortium-wide enrichment program, community based service-learning programs, and research engagement.

Welcome to Nashville, Tennessee, home of country music, hot chicken, and southern hospitality. In this episode of A Date with Data, we're on stage at the 2022 IDC Interactive Institute in Music City, USA. Join us as host Amy Bitterman performs a duet with Amy Patterson, IDEA Part B Data Manager with the Kentucky Department of Education, to learn more about her role as a data-quality influencer. Up next, Amy two-steps with Richelle Davis from the U.S. Department of Education's Office of Special Education Programs for her perspective on the importance of states and districts understanding the “why” behind collecting high-quality data—including how the data drive policy and decisionmaking. Be sure to join us, won't you? This one's going Platinum®.

Today on the pod, we are replaying some clips from our 2020 episode about including students with intellectual disabilities in general education (our second most listened to episode of all time). But this time around, I'm adding an additional interview with my friends from the TIES Center, Jennifer Sommerness and Jessica Bowman. Now if you don't know, the TIES center is the National Technical Assistance Center on inclusive practices and policies. It works with states, districts, and schools to support the movement of students with disabilities from less inclusive to more inclusive environments. TIES is funded through a federal grant from the Office of Special Education Programs or OSEP. I invited Jennifer and Jessica to share some stories of students with extensive support needs that were included in general education and reflect on their journey to becoming supporters and promoters of inclusive education. In the original episode from 2020, I had my friend and former colleague, Juanita Prichard come on the podcast and talk about strategies for teachers who had students with intellectual disabilities in their classrooms. References 5-15-45 Tool Comprehensive Inclusive Education: General Education and the Inclusive IEP *** Click here for a transcript of this episode. Take our podcast listener survey: bit.ly/TIPodcastSurvey. Visit Think Inclusive for more information about inclusive education. Have a question or comment? Reach us at podcast@thinkinclusive.us. Follow us on Facebook, Instagram, and Twitter. Credits This podcast is a production of MCIE. Support the podcast and become a patron!

In today's episode, recorded live at the CEC 100th Anniversary, we were able to sit down with Dr. Tara Courchaine. She is the Chief Research & Development Officer. Tara comes from the U.S. Department of Education, Office of Special Education Programs. In that role, she helped to support the work in two divisions: Research-to-Practice and the Monitoring and State Improvement Program. She also brings experience as a classroom teacher in both K-12 and postsecondary settings.Tune in as Drs. Rebecca Hines and Lisa Dieker honor, celebrate, and reflect on her career, and the Council of Exceptional Education (CEC) 's past 100 years while also thinking ahead to the future. Don't forget we love to hear from our listeners! If you have any questions, feel free to reach out. We look forward to receiving your questions on our Google Phone (407) 900- 9305, Facebook (Practical Access), Twitter (@AccessPractical), or Instagram (@Practical_Access).

David Geslak & Ben Boudreaux discuss the importance of physical activity for those on the autism spectrum. (40 mins) David S. Geslak BS, ACSM EP-C, CSCS is the Founder and President of Exercise Connection. As a Fitness Coordinator at a school for children with autism, Coach Dave experienced first-hand the challenges of teaching exercise. By understanding that students with autism learn differently, he developed a system that has become a breakthrough in effectively teaching exercise. Nine universities have incorporated his program into their Adapted Physical Education and Special Education Programs. As a pioneer in the field, Dave gives his insightful and inspiring presentations around the world, including, Egypt, Dubai, Barbados, Russia and Canada. Coach Dave is also a published author, writes Autism & Exercise research articles, and has a TV Show “Coach Dave” on the Autism Channel. Benjamin D. Boudreaux, M.S. is an autism self-advocate, a researcher, and a full-time graduate student at the University of Georgia in Athens, Georgia. There he is pursuing a PhD in Kinesiology with an emphasis in Exercise Physiology. Ben's research interests include physical activity measurement, the 24-hour activity cycle, and the application of multiple wearable technology devices. He has previous clinical experience working in cardiology as an exercise specialist, and has worked with different collegiate sports teams. For more about Exercise Connection: https://exerciseconnection.com/ For the article by David and Ben mentioned in the interview click here: https://exerciseconnection.com/wp-content/uploads/Exercise_is_a_Life_Changer_for_Those_with_Autism-2.pdf Follow Different Brains on social media: https://twitter.com/diffbrains https://www.facebook.com/different.brains/ https://www.instagram.com/diffbrains/ Check out more episodes of Exploring Different Brains! http://differentbrains.org/category/edb/

Listen in on the February NCPEID collaborative featuring guest speakers Dr. Rebecca Lytle and Danielle Musser! Dr. Lytle, professor and APE program coordinator at California State University at Chico discusses the key factors to writing successful grant applications and specifically the OSEP grant (Office of Special Education Programs). She has had an OSEP personal preparation grant for over 15 years and is currently finishing up her third 5 year grant. Her presentation speaks upon everything from following format guidelines, adjusting your content to reach your audience, required training, benefits of a strong team, how to effectively portray plans & objectives, and many more topics. NCPEID's second guest speaker, Danielle Musser, the 2020 SHAPE Colorado APE teacher of the year, discusses how to be successful with APE program funding. Musser earned her Master's degree in Kinesiology with an emphasis in APE from Texas Woman's University, she has earned CAPE certification and has been able to raise over $130k for her APE program in the last 8 years. Her presentation gives amazing tips and tricks from her own personal experiences with program funding and goes in depth about the importance of making connections, collaborating with companies, and building publicity for your program.

From Colorado to Michigan, Minnesota, and Kentucky, listen to the reflections and advice on states who have been heavily involved with implementation science for several years. In this episode, we have a star-studded guest list! Dr. Angela Preston from the North Carolina Department of Education joins me as co-host. We interviewed Ellen Nacik and Garret Petrie from the Minnesota Department of Education, Dr. Kent McIntosh from the Center on PBIS, and Dr. Jennifer Coffey from the Office of Special Education Programs. We dive into successes, challenges, and advice in implementation. SISEP YouTube Channel: https://www.youtube.com/channel/UCeezeG8cQFXQruAILL4ynoQ SISEP January eNote: https://conta.cc/3zF19U3 SISEP January Blog: https://sisep.fpg.unc.edu/blog/reflecting-your-implementation-journey

Patrick Maddenhosted this Monday's episode of Louisiana Considered. WWNO/WRKF education reporter Aubri Juhaszspeaks with the Center for Learner Equity's Jennifer Cocoabout a recently-published guide that helps New Orleans parents of children with disabilities to find schools with the right special education programs for their children. Aubri also visits New Orleans' first academy for English language learners who speak Spanish as their first language. Gulf States Newsroom wealth and poverty reporter Stephan Bisahaspeaks with Mississippi residents who would face serious financial trouble if federal child tax credit payments and SNAP benefit increases lapse at the end of 2021. See omnystudio.com/listener for privacy information.

In this episode, PROGRESS Center Educators in Residence (Amanda Findley, Chris Colosimo, and Kasandra Posey) discuss barriers and solutions to developing an individualized education program (IEP) centered around a student's unique needs. Listeners are encouraged to join the Center's newsletter linked at the bottom of the homepage and follow the Center on Facebook and Twitter (@K12Progress). This material was produced under the U.S. Department of Education, Office of Special Education Programs, Award No. H326C190002. David Emenheiser serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned on this podcast is intended or should be inferred.

In this episode, three of the PROGRESS Center's Educators in Residence (Amanda Findley, Chris Colosimo, and Kasandra Posey) discuss areas of confusion in the field related to describing the special education aids and services within a student's individualized education program (IEP). In addition, they will share tangible strategies centered around how to connect elements of the IEP back to a student's present levels. For more information to support you, check out the PROGRESS Center's IEP Tip Sheets on Present Levels and on the Statement of Aids and Services. Listeners are encouraged to join the Center's newsletter linked at the bottom of the homepage and follow the Center on Facebook and Twitter (@K12Progress). This material was produced under the U.S. Department of Education, Office of Special Education Programs, Award No. H326C190002. David Emenheiser serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned on this podcast is intended or should be inferred.

This segment is entitled, “Making It Better:  The Role of SELPA in Dispute Resolution and Prevention,” and it features three very talented individuals each with a wealth of experience.  Katie Castruita - Katie is the proud parent of two teenage children, one of whom has an eligibility of autism and requires special education services.  She resides in Redlands within San Bernardino County.  She has been a member of the East Valley SELPA Community Advisory Committee for the past five years and is currently the Chair and has also worked as a special education paraprofessional.  Katie brings the parent perspective to our conversation through the lens of a parent who pursued due process and experienced the benefits of alternative dispute resolution. Cali Binks - Cali has been the superintendent of the Yucaipa-Calimesa Joint Unified School District since 2013.  Yucaipa-Calimesa JUSD is a mid-to-small sized school district on the east end of San Bernardino County.  Prior to leading Yucaipa-Calimesa, Cali served as the superintendent of a large, urban, diverse school district.  Cali began her career in education as a special education teacher.  She has experienced the positive outcomes that result from a district and SELPA embracing and using alternative dispute resolution (ADR) in working together with families of students with disabilities.Dr. Patty Metheny - Patty has served as the Chief Administrative Officer of the East Valley SELPA in San Bernardino County for the past 7 years.  Prior to leading East Valley SELPA, Patty served for as a district special education director and spent many years as a teacher and school psychologist.  Patty believes that ADR practices offer a respectful, trusting and meaningful way to resolve differences and engage others in challenging conversations.  She is a recognized leader in ADR, serving as the Chair of the State SELPA ADR Committee and the Chair-elect of the State SELPA Association. Of possible interest:· Center for Parent Information and ResourcesThis hub of information is funded by the Office for Special Education Programs.  · Family Resource Centers Network of CaliforniaSupports families of children with disabilities, special healthcare needs, and those at risk by ensuring the continuance, expansion, promotion, and quality of Family Resource Centers.  · CADRE WebsiteFunded by the Office of Special Education Programs at the US Department of Education to serve as the National Center on Dispute Resolution in Special Education. · ADRCal WebsiteA resource directory that provides information and resources for special educators, parents, Local Educational Agencies (LEAs), Special Education Local Plan Areas (SELPAs), and districts across California. · Better Than Court: Using Alternative Dispute Resolution Grants in Special EducationSharon Cavallaro, Ed.D of the Napa County Office of Education and Patty Metheny, Ed.D of the SELPA Administrators of California Alternative Dispute Resolution Committee, 2018.· Pepperdine Straus Institute – An internationally-recognized for law-school-based conflict resolution and for over a decade and ranked among the nation's best programs by U.S. News and World Report. Visit the SELPA Administrators of California at www.selpa.info and check out our ADR and Parent pages.  Like us on Facebook at www.facebook.com/SELPAStrong  

In this episode, three of the PROGRESS Center's Educators in Residence (Amanda Findley, Chris Colosimo, and Kasandra Posey) discuss the importance of instructional planning. Resources shared in this episode include PROGRESS' Instructional Practices Briefs. Listeners are encouraged to join the Center's newsletter linked at the bottom of the homepage and follow the Center on Facebook and Twitter (@K12Progress). This material was produced under the U.S. Department of Education, Office of Special Education Programs, Award No. H326C190002. David Emenheiser serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned on this podcast is intended or should be inferred.

We are excited to announce our new podcast--the Path to PROGRESS: a podcast by educators, for educators. This material was produced under the U.S. Department of Education, Office of Special Education Programs, Award No. H326C190002. David Emenheiser serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned on this podcast is intended or should be inferred.

We are all busy planning for the 21-22 school year. As part of that planning, it is a good time to revisit the Competency Drivers. In this week's 5 minutes...ok 7-minute tip we have Jennifer Coffey Ph.D. from the Office of Special Education Programs sharing some insights on the drivers and the importance of fidelity.

We are excited to bring you Inclusion 360, a special podcast series that with bring the inclusion discussion full circle. Inclusion 360 is the culminating event wrapping up our year of learning, exploring and implementing inclusionary best practices and diving deep into how to be an Inclusionary Leader. This work has been made possible by a generous grant from OSPI. Our AWSP Team has assembled some of the most dynamic, sought after inclusion experts in the country to bring you this special six-episode series. This podcast series with feature LeDerick Horne, Keith Jones, Dr. Lauren Katzman, Dr. Alfredo Artiles and Glenna Gallo. And that's not all, On May 10th, 2021, you can meet this amazing team of experts for a FREE live webinar. You do not want to miss this event, so go on to our website (https://awsp.org/professional-learning/training-conferences/inclusion-360) and register for the Inclusion 360 webinar. For now, enjoy this podcast series. Lauren Katzman, EdD. is the Executive Director of the Urban Collaborative and Associate Research Professor at Arizona State University. She is also an adjunct professor at the Harvard Graduate School of Education. Prior to this work, she served as the Assistant to the Superintendent for Special Education Services for the Newark Public Schools and the Executive director of special education in the New York City Department of Education. In both of these positions, she developed and led significant reform efforts, increasing academic achievement, inclusive educational and experiential options, reliable data management, and statutory/regulatory compliance. She worked to develop strong interdisciplinary partnerships between districts, states, universities, advocacy groups, and communities to build the foundation for deep and sustaining systemic reforms. Prior to these two high-level and demanding school district leadership positions, Dr. Katzman served as Associate Professor of Special Education at Boston University and co-authored the book Effective Inclusive Schools: Effective Inclusive Schools: Designing Successful Schoolwide Programs with Dr. Thomas Hehir, former Director of the Office of Special Education Programs at the U.S. Department of Education. She was also a special education teacher for 14 years in St. Louis, New Jersey, and New York City and has conducted program evaluations of the special education services for the District of Columbia Public Schools, the state of Massachusetts, Ithaca Public Schools, and the New York City Department of Education. Special Guest: Dr. Lauren Katzman.

We have a really exciting episode today and we have the CEO of Texthelp Martin McKay. Martin founded Texthelp in 1996 to help people with communication difficulties. What started as a company focused on people with profound Speech and Dexterity Disabilities has become a world leading Education Technology company creating smart, inclusive software that helps people read, write, express their thoughts and share information more accurately & fluently – across all stages of life. His personal goal is to help 100 million people achieve their literacy goals. Martin has spent work life developing education technology. Current areas of R&D include learning analytics and the automated assessment of writing and oral reading fluency. In the past, he has served on the Assistive Technology Industry Association Board as well as the NIMAS board for the USA Office of Special Education Programs. In 2017, he received the Presidential Award in recognition of lifetime contribution to dyslexia and literacy from the International Dyslexia Association. He is currently serving in an advisory capacity on the Universal Design for Learning council. --- Send in a voice message: https://anchor.fm/edufuturistspodcast/message

As a Para-Educator and Fitness Coordinator at a school for children with autism, Dave Geslak (Coach Dave) experienced first-hand the challenges of teaching exercise. By understanding that students with autism learn differently, he developed a system that has become a breakthrough in effectively teaching exercise. Twelve universities have incorporated his program into their Adapted Physical Education and Special Education Programs. Coach Dave regularly speaks at autism conferences around the world. On today's podcast, Coach Dave shares about the effectiveness of exercise for people with autism. He also tells us how we can become certified as an autism exercise specialist next October in Kuala Lumpur. If you are interested in this certification, please go here. OR visit our SENIA website. Connect Twitter Website Instagram Facebook Bio As a Para-Educator and Fitness Coordinator at a school for children with autism, Coach Dave experienced first-hand the challenges of teaching exercise. By understanding that students with autism learn differently, he developed a system that has become a breakthrough in effectively teaching exercise. Twelve universities have incorporated his program into their Adapted Physical Education and Special Education Programs. Coach Dave regularly speaks at autism conferences around the world. Coach Dave graduated from the University of Iowa with a degree in Health Promotion. He is a Certified Exercise Physiologist from the American College of Sports Medicine and a Certified Strength and Conditioning Specialist from the National Strength and Conditioning Association. He is also a former student assistant strength and conditioning coach for the University of Iowa Football Program. --- Send in a voice message: https://anchor.fm/seniapodcast/message

On this show we will discuss some special education law, programs that are available, and the success and struggles associated with programming for exceptionalities. As a guest we will have on Leeann Brown, special education teacher with more than 25 years of experience and Director of School Services at TOTAL Programs.

Ray Daniels & Tamira sit down with special guest to talk about men's unrealistic preconceptions in the bedroom, relationships, rappers being in special education programs, the new lifespan of albums, & would Kanye marry Kim K if his mom was alive?Subscribe on YouTube - https://www.youtube.com/@mrraydanielsWatch full episodes on The GAUDS Show - https://www.youtube.com/watch?v=CPrEnyg2MBs&list=PLykiYt2yLGSj7ZrxMn-0t0SNeYx6lVocsFollow:Instagram - https://www.instagram.com/raydaniels/?hl=enTwitter - http://twitter.com/raydanielsTikTok - https://www.tiktok.com/@ray.daniels#raydaniels#thegaudsshow