Upcoming Free NJCEC Webinars
Wednesday, May 5th @ 6:00 pm
- Leveraging Universal Design in Remote Learning with Arsiwala & Yelena Lyudmilova
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Register here.
Wednesday, May 26th @ 6:00 pm
- Addressing Challenging Behaviors with the Core Principles of Behavior Analysis with Scott Rossig
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Register here.
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For more information on our webinars... |
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Don't miss these new and important virtual workshops from TMI Education and its partners LEGAL ONE/NJPSA-FEA.
All NJCEC members receive a $25 discount! Enter "NJCEC" under the "Organization" field when registering to receive this special discount!
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Mentoring: What Every School Psychologist Should Do
Written by: Ruth Marino for NJASP
Mentoring a student from a low-income neighborhood in Philadelphia was one of the most rewarding experiences of my life. It helped me learn, at an emotional as well as cognitive level, about discrimination, poverty and ways of coping. This was invaluable for developing and understanding of parents who are “on the other side of the table” at our meetings.
While I believe that all school psychologists “should” mentor students, I do not expect everyone to go out and join a mentoring program. I was involved with a church which assigned a child from the surrounding neighborhood to every participant. In other words, it was involuntary. At the time, I was a school psychologist, coordinator of special services, enrolled part-time in a Ph.D. program; I was not looking for activities with which to fill the time. However, I would encourage others to accept the opportunity to mentor if it presents itself. If you are aware of a child who could use support, become involved in an organized program with that child.
Selecting the mentee.
When I worked at a Head Start Program one summer, I wondered about all the children I met in the neighborhood who were not involved in the program. In other words, children from the same community whose parents neglected to enroll them in Head Start. These were the ones who I thought could use the most guidance. Our mentoring program was tantamount to picking children “off the street.” We were permitted to match ourselves with one of the neighborhood children. I chose a six-year-old boy because he was sensitive, a quality I value. I was worried that he would become “hard” if there was no intervention. I later learned that the terms are “decent” and “street” (Anderson, 1999). As school psychologists, we know when the needs extend beyond shared activities on weekends. I would advise seeking a mentee who is capable of bonding.
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Practical Tips for Implementing Social Emotional Learning (SEL)
Excerpted from Panorama Education, courtesy Maurice Elias
Question Bank: Student Well-Being Check-Ins
- How are you feeling today?
- What emotion are you feeling the most today?
- What was the best part of the past week for you?
- What was the hardest part of the past week for you?
- What can teachers or other adults at school do to better help you?
- During the past week, how often did you feel? (Excited? Happy? Loved? Safe? Hopeful? Angry? Lonely? Sad? Worried? Frustrated?)
- How clearly did I teach things in class today?
- If your friend missed class today and asked you to explain the lesson, what would you tell them?
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The Council for Exceptional Children (CEC) and Division on Autism and Developmental Disabilities (DADD) has published the 13th book in its Prism series!
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The Council for Exceptional Children (CEC) and Division on Autism and Developmental Disabilities (DADD) has published the 13th book in its Prism series!
"The Prism series is a collection of volumes that highlight evidence-based research-to-practice teaching strategies and interventions geared toward supporting students with autism spectrum disorder, intellectual disability, and other developmental disabilities.
Diversity, Autism and Developmental Disabilities: Guidance for the Culturally Responsive Educator is the 13th in the Prism series, developed by the Council for Exceptional Children Division on Autism and Developmental Disabilities. Edited by Elizabeth A. Harkins Monaco, Marcus Fuller & Lynn Stansberry Brusnahan, this book is about intersectionality, which is a way to understand social inequalities by acknowledging how multiple overlapping social identities impact and oppress certain populations. Examples of social identities include race, class, gender, sexual orientation, religion, and [dis]ability, among others. Each category – race, gender, and [dis]ability – places a student at higher risk of discrimination or oppression. An intersectional perspective requires sensitivity, vulnerability, and a willingness to listen to alternative perspectives."
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The New Jersey Division of Disability Services (NJ DDS) is "the first place to call for disability-related information." It provides information related to any and all disabilities and serves all of New Jersey.
DDS runs a variety of programs, such as the Traumatic Brain Injury Fund and the Personal Assistance Services Program. It also published the New Jersey Guide to Accessible Parking and New Jersey Resources, which outlines the services available to individuals with disabilities through the New Jersey Department of Human Services.
DDS can be contacted toll-free at 1-888-285-3036.
Click here to learn more about DDS and its resources.
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New Jersey Department of Health Releases Updated COVID-19 School Recommendations. Read more.
New Jersey Department of Education Releases 2019-2020 School Performance Reports. Read more.
National Report Applauds New Jersey's Leadership in Preschool Education. Read more.
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In Case You Missed It: Education News
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"CEC 2022 Convention & Expo Planned for Orlando"
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"More Colleges Say They’ll Require Students To Have Covid-19 Vaccines for Fall"
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"UCLA’s Civil Rights Project Publishes Report on Students with Disabilities"
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"Office of Special Education Programs Publishes Estimated American Rescue Plan IDEA Supplemental Grant Allocations"
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We are constantly keeping these pages updated with all of the events that are being offered amidst COIVD-19. |
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If you would like to be featured in the NJCEC newsletter or have any news you would like us to include, please forward applicable information to newjerseycec@gmail.com.
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All information in this email and on our website (www.njcec.org) is provided as a courtesy by NJCEC. NJCEC does not take any responsibility for the accuracy of the information. NJCEC does not endorse any webinars, events, or products provided by a 3rd party other than NJCEC nor does NJCEC guarantee the accuracy of the information provided. NJCEC does not take any liability for inappropriate comments, remarks, or images presented during events.
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Newsletter Editor: Renee Cantor
Newsletter Contributors: Joan J. Vas, Saskia Brown
Newsletter Directors: Dr. Julie Norfus-Good, Benjamin Good
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