Outcome of House Vote on IDEA cuts

The House voted on the Labor, HHS and Education Appropriations bill for FY 1996 and it passed 219 – 208.  There were no amendements from the floor, so all cuts to IDEA in special education research and teacher training remained.  The Senate taks up the issue when it returns from August recess.

To reiterate, this bill does not cut from IDEA funding to States to support special education services, but eliminates all funded research in areas like early childhood and severe and profound disabilities. Many of the leading researchers in this area rely on these funds as their primary source of funding to conduct research and develop programs.   Here are some of the currently funded programs that would be cut: An Analysis of the Effectiveness of Staffing Patterns for Young Children Attending Natural Group Environments for Early Intervention (Dr. Mary Beth Bruder, Univ. of Conn) the project will expand current knowledge and practice in the effects of receiving early childhood intervention in natural group environements.

Efficacy of Early Intervention:  Long Term Effects (Dr. Carl Dunst, Western Carolina Center): project will produce a database on the effectiveness of early intervention. Differential Characteristics and Effects of Family-Oriented Approaches to Early Intervention (Dr. Jackqueline Epstein, Commonwealth of Pennsylvania) Examine the best ways to approach family-oriented early intervention services.

Prenatal Cocaine Exposure and Social Development of Young Children (Dr. Scott McConnel, Univ of Minnesota).  Examine effective strategies for education of children exposed to cocain in utero. Investigations of Early Motor Procedures (Dr. Gerald Mahoney, Kent State).  Investigates the relative effectiveness of two motor intervention approaches (NDT and Peabody Developmental Motor program) fo children with Down Syndrome and children with cerebral palsy. Proactive schooling:  Preventing Dropout in Highest Risk Adolescents (Dr. Katherine Larson).  Examining procedures to prevent dropout among Hispanic students in the LA area.

Transition to adulthood for students with developmental disabilities: The role of Siblings (Dr. Russell Gersten, Eugene Oregon)  examine ways that siblings influence educational outcomes. And, I would be less than forthcoming if I did not confess that one of our very own projects will be cut: Is there a causal relationship between self-determination and positive adult outcomes for youth with mental retardation?  A follow-up study part of the work we are doing in self-determination for youth with mental retardation.

I give you these to provide a sense of the types of research that is impacted.  I don’t think I have to illustrate the difficulty in recruiting and retaining good teachers in special education if the personnel training funding disappears. Nothing is more effective than a family member telling his or her Senator that these cuts are impact their son or daughter.  It puts a face to those budget cuts.  The Senate takes their appropriations bill up in Septemeber.  Contact them at their home office during the recess and let them know that these cuts represent a failure on their part to support the nations responsibility to educate all students.

 

JOB OPENING – RESEARCH ASSISTANT PROFESSOR IN VERMONT

JOB DESCRIPTION

Title:  Research Assistant Professor – Early Childhood Special Education. The University Affiliated Program of Vermont, University of Vermont

Qualifications: Background in early childhood special education.Three years work experience with young children with disabilities and their families in inclusive early childhood settings.  Focus upon community-based, integrated service delivery to families of children birth through five.  Experience teaching graduate courses, superving students, working with public school administrators and teachers and related community service agencies, particularly experience providing training and consultation, is highly desirable.  Ph.D. preferred.

Responsibilities: Teaching graduate courses, supervising student teachers, advising students, collaborating with the Childcare Division of the Agency of Social and Rehabilitative Services, coordinating off-campus training activities and other grant related activities.  To work with other project staff as part of the Early Childhood Team in the development, implementation, evaluation, and dissemination of model practices in early childhood special education/early intervention.  Responsibilities to these projects will include the development, validation, and dissemination of model instruments, materials, and guidelines; provide training and technical assistance to early childhood programs and related agency personnel; collecting and analyzing evaluation data; and disseminating project findings through written and oral presentations.

 

High Costs and Low Results Incurred by Early Education Programs

Expanding the number of children required to attend school increases state education costs and thereby may mean an increase in taxes. Such an instant expansion of the student population requires the hiring of more teachers, more truant officers, and more administrative staff. While the change in some school districts may be negligible, the change to the combined school districts of a state would produce a significant impact on state revenues.

When a lowering of compulsory attendance age was considered in Alabama in 1991, the Alabama Legislative Fiscal Offices estimated the cost of the change to be at least $4.7 million per year.10 In 1998, when Connecticut considered lowering its compulsory attendance age, a state department of education representative testified that one town (Enfield, CT) would require 13 new classrooms while another (Meridian, CT) would need 20 additional classrooms.11

Also consider Head Start, a federal program that began providing services in 1965 with an enrollment of 561,000 children and a budget of just over $96 million. By 2000, the enrollment had only grown to 860,000 children, but the budget had increased dramatically, costing taxpayers over $5 billion dollars. That is a 5,108% growth rate in spending with only a 53% increase in enrollment.

The most important goal of any education program is that children be educated. Studies of Head Start, however, demonstrate that early education produces no apparent academic benefits. In its early years, extensive studies were undertaken to prove Head Start worked. But the opposite turned out to be true. In 1969, the Westinghouse Learning Corporation found no difference in the behavior and educational achievement between Head Start and other underclass children.

Sixteen years later, the CRS Synthesis Project study, commissioned by HHS, came to the same conclusion. Although children showed “immediate gains,” by the second grade “there are no educationally meaningful differences.”12

 

Data Tapes Available for the NHES:91 Early Childhood Education and Adult Education Data Files

The U.S. Department of Education’s National Center for Education Statistics (NCES) announces the availability of data tapes and users manuals for the 1991 National Household Education Survey (NHES), the Early Childhood Education (ECE) component and the Adult Education (AE) component.  NHES:91 was a random-digit-dial telephone survey developed by NCES.  The sample for the NHES is drawn from the noninstitutionalized civilian population in households with a telephone in the 50 states and the District of Columbia.  The survey was conducted between late January and early May of 1991.

NHES:91 collected data on 3- to 8-year-old children’s experiences in a wide range of settings, including their homes, childcare arrangements, early education programs, and schools. A survey of participation in adult education among person 16 years of age and older was conducted simultaneously.  Data were collected on the level and characteristics of adult education participation. The files for these two general components of NHES:91 are described below.

Preprimary and Primary Files.  Data from the Early Childhood Education component are divided into two separate data files–the Preprimary File and the Primary File.  The Preprimary File contains responses from completed interviews with the parents of 7,655 children who have not yet enrolled in kindergarten.  The Primary File contains responses from completed interviews with the parents of 6,237 children enrolled in grades 1 and above. Users will be able to merge the Preprimary File with the Primary
File for the purposes of conducting analyses involving all 13,892 children.

Adult and Course Files.  During NHES:91, a sample of adults were questioned about their educational activities over the previous 12-month period.  Data from the Adult Education component are divided into two separate files–the Adult File and the Course File. The Adult File contains responses from each completed AE interview.  There is one record for each completed AE interview; thus, there are 12,568 records in this file.  The Course File contains a record for each part-time course reported by participants in the AE interview (up to four course were allowed).  The file is intended for analyses in which the course, rather than the individual, is the unit of analysis (aggregated course information is also included in the Adult File as part of the record of each adult).  The Adult and Course Files can be merged using a common identifier.

Ordering Information.  The NHES:91 files are available as magnetic tapes.  The ECE Component Files and the AE Component Files are sold separately.  In addition to the raw data files, each tape has SAS system files and SPSSX  and SAS control cards for converting the raw data to SPSSX and SAS formats.  These tapes can be purchased for $175 each, or $250 for both.

 

“But, Studies Show…!”

Since the Communism thread has morphed into a home-schooling debate, I thought I’d share some thoughts on that here. The current thread has become almost impossible to follow. There are many reasons why home schooling is becoming such a popular option for parents in the United States, among them the overall failure of the public school systems, a recognition among fly-over folk that children need parents more than they need institutions, and the growing realization that home-schooled kids are outperforming their counterparts. I could relate my own experiences, and will if anyone asks, but that would be anecdotal and so not relevant.

The discussion underway focuses on very young children, so the thing that I wish to refute is this vague, airy dismissal of the concerns voiced over compulsary attendance for small children and the natural rights of human beings as affirmed by the Consitution in the United States. If one is going to use the “studies show” gambit in defense of one’s pre-conceived notions, then one had damned well better be prepared to cite those studies. In this case, “studies show” exactly the opposite of the position held.

Below is the entire text of the HSLDA’s position on the issue of early education, complete with citations. Mandatory Kindergarten Is Unnecessary Compelling children to attend school at an earlier age does not yield consistent results.

Compulsory attendance or mandatory kindergarten at early ages is not the way to improve academic excellence. In fact, it may harm the development of young children to force them into the school system at a young age. The studies below demonstrate that compelling 5 and 6 year olds to attend school is not only unnecessary, but also violates a parent’s fundamental right to direct the education of their children, as guaranteed by the 14th Amendment to the U.S. Constitution. Pierce v. Society of Sisters, 268 U.S.
510 (1925); Wisconsin v. Yoder, 406 U.S. 205 at 233; Troxel v. Granville, 530 U.S. 57 (2000).

 

Bipartisan Education Reform

Bipartisan Education Reform – President Bush submitted his framework for education reform, No Child Left Behind (NCLB), three days after taking office and secured overwhelming bipartisan support less than a year later. NCLB represents the most significant overhaul of Federal education policy since 1965, when the Elementary and Secondary Education Act was passed. NCLB creates strong standards in each state for what every child should know and learn in reading and math in grades 3-8 and holds schools accountable for closing the achievement gap between students of different socio-economic backgrounds.

High Standards and Accountability – Since President Bush signed NCLB into law, all states have developed a plan to ensure that every student becomes proficient at reading and math and that achievement gaps are closed between students of different socio-economic backgrounds. States, districts, and schools are using their unique accountability plans to measure the progress of student achievement, report student and school progress to parents, identify for improvement those schools not making adequate yearly progress, provide support for the improvement of schools and districts, and provide options – including public school choice and tutoring – for children in underperforming schools.

Historic Levels of Funding – President Bush’s overall Fiscal Year (FY) 2005 budget represents a 49% increase for elementary and secondary education since FY 2001. It includes an additional:

  a.. $1 billion in Title I funding for disadvantaged students, for a total that represents a 52% increase since FY 2001.
  b.. $139 million for reading programs totaling four times the amount spent in FY 2001.
  c.. $1 billion for special education programs, for a 75% increase since FY 2001.
Reading First and Early Reading First – President Bush proposed and signed into law the Reading First and Early Reading First initiatives as part of his unequivocal commitment to ensuring that every child can read by the third grade. These programs enable more children to receive scientifically-based reading instruction programs in the early grades. Over $1.8 billion in Reading First funds have been distributed to the 50 states and the District of Columbia to provide training and instructional materials to tens of thousands of teachers. In addition, since the passage of NCLB, states have received almost $200 million in funds for early childhood reading efforts through such initiatives as Early Reading First and the Early Childhood Educator Professional Development program.

Options Available for Parents – Using tutoring money provided under NCLB, low-income parents of children in schools that have been identified as needing improvement can select from the over 1,600 supplemental service providers approved by the states. With this option, parents, for the first time, can find a program that is focused, rigorous, and directed at the specific needs of their child. Under NCLB, states and school districts publish report cards showing how well students in each socio-economic
sub-group are achieving so that communities and parents can know how well their schools are doing.

Providing Parents with School Choice – President Bush worked with Congress to include a school choice program in the FY 2004 Omnibus Appropriations bill for approximately 1,700 low-income children in the District of Columbia to attend the school of their choice. The President has also requested funding in his budgets for a Choice Incentive Fund, which would support efforts to provide parents, particularly low-income parents, of students who attend low-performing schools with opportunities to transfer their children to higher-performing public, charter, or private schools.

 

University of Scranton

The College of Health, Education, and Human Resources, of the University of Scranton, invites applications for the following full-time, academic year, tenure track, faculty positions.  The University of Scranton is a selective Catholic and Jesuit institution, located in northeastern Pennsylvania near the Pocono Mountains.

EDUCATION – This position will serve both the Early Childhood and Elementary Education programs.  Responsibilities include some combination of teaching foundations courses, supervision of student teaching, and our early childhood methods courses. Qualifications include earned doctorate in appropriate area, an articulated research focus, significant classroom experience in basic education, and eligibility for Pennsylvania Certification in Early Childhood Education.  Send application information to Dr. David A. Wiley, Chair, Education Dept.

HEALTH SERVICES ADMINISTRATION – Responsibilities for this position incude some combination of teaching undergraduate and graduate courses in health care accounting, finance, operations management and generic health administration.  Qualifications include earned doctorate or ABD in Health Services Administration or related field, interest in a research agenda, and relevant work experience is required.  Previous college teaching is desirable.  Send application information to Dr. James Grana, Chair, Health Administration Search Committee.

HUMAN RESOURCES ADMINISTRATION – Responsibilities include some combination of teaching graduate courses in human resource administration, compensation and benefits, evaluative research methods, employment law and human resources planning. Qualifications include earned doctorate of ABD in Human Resources or related feild, interest in a research agenda, and relevant work experience.  Previous college teaching is preferred.  Send applicaton information to Dr. Marie George, Chair, Human Resources Search Committee.

NURSING – Responsibilities include continued program development toward NLN accreditation of the new Family Nurse Practitioner/Rural Health master’s program as the Director of the Nurse Practitioner Graduate Program, and teaching in both the graduate and undergraduate programs.  Qualifications include Master’s degree from an NLN accredited program as a Family Nurse Practitioner, with appropriate clinical experience and earned doctorate in Nursing or related field.  Experience in graduate
education, classroom and clinical teaching at the graduate level desired.  Send application information to Dr. Patricia Harrington, Chair, Dept. of Nursing.

OCCUPATIONAL THERAPY – Two positions.  Responsibilities for one position include teaching OT practice and related courses in Pediatrics; the second position is in Psychosocial Rehabilitation. Qualifications for both positions include a Master’s degree in OT or related field, doctorate preferred, current certification as an OTR, eligible for licensure in PA, and relevant experience in direct service and teaching.  Send application information, including which position is of interest to you, to Dr. Jack Kasar, Chair, Dept. of Occupational Therapy.

PHYSICAL THERAPY – This position will complement teaching in the neurological track of our five-year master of physical therapy curriculum.  Opportunities to teach in areas of adult and pediatric rehab (including spinal cord injury, head injury, prosthetics/orthotics) and basic patient mobility techniques; and to assist ACCE in clinical education seminars and site visits.  Possession of a doctoral degree is desirable, however, master’s-level candidates are encouraged to apply.  APTA specialty certification is a plus.  Eligiblity for licensure in PA is required.  Send aplication information to Prof. Maria Zichettella, Chair, Search Committee.

 

The Cuban Education System

The Cuban education system: lessons and dilemmas  
Document Type: LAC Human & Social Development Group Paper Series

The Cuban educational system has long enjoyed a reputation for high quality. This paper highlights ways in which the Cuban educational system, despite the dismal economic picture of the past decade, adopted features that research has identified as characterizing a high-quality education system. The papers sees what has allowed Cuba ‘ s education system to perform so well is the continuity its education strategies, sustained high levels of investments in education, and a comprehensive and carefully structured system, characterized by: 1) quality basic education and universal access to primary and secondary school; 2) comprehensive early childhood education and student health programs; 3) complementary educational programs for those outside school; 4) mechanisms to foster community participation in school management; 5) great attention to teachers; 6) low-cost instructional materials of high quality; 7) teacher and student initiative in adapting the national curriculum locally; 8) carefully structured competition; 9) explicit strategies to reach rural students; 10) strategies to link school and work; and 11) an emphasis on education for social cohesion and values education.

 

Past Experiences

Another aspect is also how the individual responds to whatever environment they find themself. I would conjecture that what results in later development problems for one child doesn’t necessarily imply another child will have the same or any difficulties. Of course one can list extreme conditions, and perhaps no one would argue about such extreme conditions.

KW replies: most of the resilience studies done here in Hawaii have shown that as long as the child has had at least one positive/loving person in their life ( coach, scout leader, clergy, next  door neighbor etc) the ability to express a strength to seemingly overcome trauma or impoverished early life, not free of symptoms, but able to be a “good person” is greatly inhanced.KW John Price wrote: I also wonder about the preception of ‘abuse’ as seen by ‘modern’ standards. What we would call ‘abuse’ these days, was often either taken as proper conduction of parents, or even if not done, was seen as parental failure. I’m mystified as to how the entire human race could survive long enough to come to the conclusion that its entire parenting history has been one of abuse. So, I’ll claim that most, essentially all, a predominant portion of the population has the resilience require to ‘survive’ a broad range of ‘abuse’ however that’s defined. KW replies: I agree with you here John; there is a lot to say about social judgements on behavior of others as shapeing the knife of what is moral and correct in our society. I also think that it is the interactions between us that will write the narratives of future moralities, beliefs, expectations etc. It has been shown in many of the postmodern therapies that how we experience ourselves and think about ourselves is a social construction. As one of my teachers used to say; ” get 10 people to investigate for you. Tell 5 of them to investigate how dangerous the world is and tell 5 to investigate how safe the world is. Five will return with information of how dangerous the world is, and five will return with information of how safe the world is; it is up to you to choose because both groups are correct; so what are you going to choose; safe or dangerous; the choice is up to you of how you want to live your life; as the world being dangerous or safe?”KWNorm mentioned that he thinks trauma affects people even if they are not damaged by it.  I cannot see how this is different than other, non-traumatic experiences.  Everything that happens to us affects us in some way.

While the story below makes an important point, I find the metaphor problematic.  Someone who experiences difficulties and overcomes them is usually strengthened by that experience and gains a larger repertoire of techniques for coping with adversity.  A vase that is broken and mended will be less strong and more likely to break again along the fault lines.  If someone were holding themselves together superficially but fragile underneath, I can see them “breaking” under stress.  If someone did undergo long term therapy and managed to reorganize their personality, I think they would be stronger and better able to withstand pressures of life.

When I was working with parents of gifted children, I researched coping skills and stress because it was so frequently implicated in situations of suicide and substance abuse.  The research I’ve seen about stress says that children who are subjected to repeated stresses without support or to multiple concurrent stresses are more likely to have difficulty coping than children who have less stress.  However, children who encounter stress with support or manageable stress (not overwhelming to their resources) are able
to develop increasingly more effective coping skills and wind up more resilient.  The suggestion is that parents should not routinely protect their children from all stress but should permit them to experience negative emotions (with support) and handle difficulties themselves as much as possible while being careful to ensure they do not become overwhelmed.  I have seen some research that suggests that kids most prone to substance abuse are those who believe themselves unable to cope with normal stresses, who are intolerant of strong emotion in themselves, and who have poor coping skills.

Outcome of House Vote on IDEA cuts

The House voted on the Labor, HHS and Education Appropriations bill for FY 1996 and it passed 219 – 208.  There were no amendements from the floor, so all cuts to IDEA in special education research and teacher training remained.  The Senate taks up the issue when it returns from August recess.

To reiterate, this bill does not cut from IDEA funding to States to support special education services, but eliminates all funded research in areas like early childhood and severe and profound disabilities. Many of the leading researchers in this area rely on these funds as their primary source of funding to conduct research and develop programs.   Here are some of the currently funded programs that would be cut: An Analysis of the Effectiveness of Staffing Patterns for Young Children Attending Natural Group Environments for Early Intervention (Dr. Mary Beth Bruder, Univ. of Conn)…the project will expand current knowledge and practice in the effects of receiving early childhood intervention in natural group environements.

Efficacy of Early Intervention:  Long Term Effects (Dr. Carl Dunst, Western Carolina Center): project will produce a database on the effectiveness of early intervention. Differential Characteristics and Effects of Family-Oriented Approaches to Early Intervention (Dr. Jackqueline Epstein, Commonwealth of Pennsylvania) Examine the best ways to approach family-oriented early intervention services.

Prenatal Cocaine Exposure and Social Development of Young Children (Dr. Scott McConnel, Univ of Minnesota).  Examine effective strategies for education of children exposed to cocain in utero. Investigations of Early Motor Procedures (Dr. Gerald Mahoney, Kent State).  Investigates the relative effectiveness of two motor intervention approaches (NDT and Peabody Developmental Motor program) fo children with Down Syndrome and children with cerebral palsy. Proactive schooling:  Preventing Dropout in Highest Risk Adolescents (Dr. Katherine Larson).  Examining procedures to prevent dropout among Hispanic students in the LA area.

Transition to adulthood for students with developmental disabilities: The role of Siblings (Dr. Russell Gersten, Eugene Oregon)  examine ways that siblings influence educational outcomes. And, I would be less than forthcoming if I did not confess that one of our very own projects will be cut: Is there a causal relationship between self-determination and positive adult outcomes for youth with mental retardation?  A follow-up study…part of the work we are doing in self-determination for youth with mental retardation.

I give you these to provide a sense of the types of research that is impacted.  I don’t think I have to illustrate the difficulty in recruiting and retaining good teachers in special education if the personnel training funding disappears. Nothing is more effective than a family member telling his or her Senator that these cuts are impact their son or daughter.  It puts a face to those budget cuts.  The Senate takes their appropriations bill up in Septemeber.  Contact them at their home office during the recess and let them know that these cuts represent a failure on their part to support the nations responsibility to educate all students.