March 28, 2025 | Vol 21 Issue # 13

Hi NASET Week in,!


Welcome to NASET's WEEK in REVIEWHere, we provide you with the latest publications from NASET to read and or download, as well as some of the most interesting articles that have happened this week in the field of special education. We hope you enjoy this publication.

Feel free to send us articles for this publication or let us know your thoughts about the WEEK in REVIEW at news@naset.org.


Have a great weekend!

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Top Stories of the Week

Ed Department Cuts May Leave Students with Disabilities ‘Little to No Recourse

 


A Rare ‘Bright Spot’ in COVID’s Dark Days

 


Good Parenting Helps, But Has Limits Under Major Deprivation

 


Increase in Internalizing Behaviors in Teens Observed Over Last 30 Years

 


Special Education Advocacy Group Reacts to U.S. Education Department Cuts

 

The Ed. Dept. Axed Its Office of Ed Tech. What That Means for Schools


Boosting Social Emotional Learning (SEL) in the Classroom

WHATS NEW

AT NASET ...

NASET’s Diagnosis of Students with Disabilities and Disorders Series


Fragile X Syndrome

This issue of NASET’s Diagnosis of Students with Disabilities and Disorders Series about Fragile X Syndrome.


Introduction


The genetic disorder Fragile X syndrome, which results from mutations in a gene on the X chromosome, is the most commonly inherited form of developmental and intellectual disability.


NICHD supports and conducts research on the diagnosis, treatment, management, prevention, and inheritance of Fragile X and its associated conditions, Fragile X-Associated Primary Ovarian Insufficiency (FXPOI) and Fragile X-Associated Tremor/Ataxia Syndrome (FXTAS). All three conditions result from changes in the same gene on the X chromosome.

Read More
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Trivia Question of the Week

Congratulations to

Jane Tilleman, Stacy Richardson, Cynthia Turcotte, Patsy Ray, Patrick Gilbert, Mabel Matey, Karen Frantz-Fry, Kelly Jacobsen, Titus Jeffrey, Tracey Christilles, Catherine Cardenas, Lauro Esquilona III, Ellen Kay, Cindi Maurice, Bonnie Baldwin, Emily Kavanagh, Marvin Watts, and Autumn Matthews who all knew the answer to last week's trivia question:


What U.S. federal law has the following statement?--"No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance”  (Hint—It is not IDEA)


Answer: SECTION 504 OF THE REHABILITATION ACT

This Week's Trivia Question: 


This process is required when a student with a disability is facing disciplinary action that could lead to a change in placement (like suspension or expulsion). The primary goal is to determine if the student's behavior was caused by or had a direct and substantial relationship to their disability, or if it was a direct result of the school's failure to implement the student's IEP. This process is triggered when a student with a disability is facing disciplinary action that would result in a change of placement for more than 10 consecutive school day. It is a procedural safeguard to ensure that students with disabilities are not unfairly disciplined for behaviors that are related to their disability. What is the name of this process?


If you know the answer to this week's trivia questions, email it to us at contactus@naset.org by April 1, 2025. If you are correct, you will be acknowledged in next week's NASET's Week in Review

Medicaid Cuts Could Upend Lives of Children with Disabilities

 

Post-Pandemic, a New Era of Teaching and Learning

 

How COVID Changed American Schools

 

More Than Marks: How Well-Being Shapes Academic Success

 

How Washington State is Reducing Restraint and Seclusion in Schools

 

What Will NCES Layoffs Mean for the Nation’s Report Card?

 

Which States Are Challenging Undocumented Students’ Right to Free Education?

 

Therapy Dogs May Reduce Child, Parent Anxiety in the Emergency Department

Latest Job Listings on NASET

* Statewide Low Vision Specialist/TVI Contract Manager - This position, which is jointly supervised by the Maryland State Department of Education (MSDE) and The Maryland School for the Blind (MSB), has the statewide leadership responsibility to ensure quality programs and services for students who are blind or visually impaired. To learn more - Click here


* Special Education Teacher- $58/hr - The ideal candidate will be flexible, enthusiastic, and passionate about making a difference in the lives of students with disabilities. This position is responsible for developing and delivering individualized education plans (IEPs), fostering a safe and engaging classroom environment, and collaborating with other educators and parents to ensure the academic success and emotional well-being of each student. To learn more- Click here


* Student Learning Support Teacher 2025-26 - High Meadows School in Roswell, Georgia, approximately 30 minutes north of Atlanta, is accepting support teacher applications for the 2025-2026 school year. The school takes pride in hiring dynamic, compassionate, and diverse faculty and staff who are among the finest in their areas of expertise. To learn more- Click here


* Special Education Teacher - Join our team in the delivery of special education programming in collaboration with a dynamic partnership with clinical services in a school aged program. We provide small class sizes, ongoing supervision, and a comprehensive holistic approach to grade levels from kindergarten through eighth grade. This candidate will be responsible for the delivery of educational services to children in a classroom setting in a lead role. To learn more- Click here


* Special Education Teacher - At Boothby Therapy Services, we value and respect our Special Education Teachers as leaders, advocates, and changemakers. Join a team that supports your growth, values your expertise, and empowers student success. To learn more- Click here


* School Psychologist - The School Psychologist assesses, counsels, and supports students and families to improve social, emotional, behavioral, and academic outcomes. This role involves collaboration with school staff, parents, and external stakeholders to develop and implement intervention strategies, assessments, and support plans to facilitate student success. To learn more- Click here


* Special Education Teacher - Performs functions including; planning and delivering specialized instructional lessons that meet each individuals’ goals contained within the Individual Education Plan and other targeted interventions; creating a classroom environment that is conducive to learning; and employing effective specialized instructional techniques for learners with disabilities. To learn more- Click here


* Licensed Special Education Teacher - Provide education and behavior modification approaches in a small class, highly structured alternative school. The special education teacher will function as a member of a treatment team, which will address the educational, and emotional/behavioral needs of the students as set forth in the IEP and in the treatment plan. To learn more- Click here

Food for Thought

To accomplish great things, we must not only act, but also dream, not only plan, but also believe.

Anatole France

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