SPED Teacher Burnout: Is it Happening to You?

Teaching can be a lonely job. That sounds counter-intuitive, as others surround you all day. For the most part, though, you’re in your classroom alone as ruler of the roost. If you’re lucky, you may have an aide, but your aide may not be the helper you need. Managing aides can be a full-time job itself (I’ll cover that issue in another article). We don’t like to talk about burnout for fear that it makes us appear out of control.

male teacher helpAfter some months in the classroom with a class load that can exceed what the law recommends, you start to feel frustrated. You’ve reported that you are out of compliance with your numbers, but no one seems to listen. Your administrators acknowledge your problem, but “budgets,” or “it’s only temporary,” are the responses you get to repeated alarms.

You stay late every night, reviewing student work or staying abreast of IEPs and reports from team meetings. You are a dedicated professional, but there’s a nagging feeling that you’re not happy in your job. Maybe it is not so nagging—maybe it’s shrieking.

Every teacher feels frustrated from time to time. Special Ed teachers are often responsible for medical issues with their students too. This is a huge responsibility. The students we see in our classrooms seem to have more and more complex issues as the years go by. This is not your imagination; it’s true. As medical science becomes more sophisticated, more premature children are saved at birth to be placed in public school settings with myriads of health problems. You love your kids, and you know the kids are not the problem; it’s always the grownups, and you can also sometimes point the finger at yourself.

These are the first signs of burnout: nagging emotions and feelings, loss of sleep, nervous tension, snapping at family members or teachers and administrators in your school. You’ve tried to network within your school to muster up some support, but other teachers have their own issues to sort out.

Fortunately, there’s help at hand. If your symptoms have grown to include a major problem like drug or alcohol abuse, your district probably has counseling available. Often called “employee assistance programs,” they can help to get you going in the right direction. Check out your health insurance policy; it will have other private options for mental health care. If your problems have become physical (stress takes a terrible toll on your body) get help now. You are not alone.

The first step is to sit down with your building principal and let her know you’re experiencing some stress-related health issues; can she suggest some ways to fight off burnout? She’s probably been there, so she will know what you’re talking about. Seek out other SPED teachers; they will be supportive and understand the unique challenges you face.

The Internet has become a rich source of support for many teachers. There are forums where you can anonymously share your stories and receive practical advice from teachers in your field. Some resources

I like:

Although this article is part of a blog series, I’d be happy to hear from you and even share some stories and practical tips for support. I’m a veteran, and I’m sure there is nothing you can say that could shock or offend. Leave a comment below, I’ll respond and we can start a dialogue. We are all better when we work together. 

Let me know how you’re doing.


Grant Name: Foundation Grants

Funded By: Patterson Foundation

Description: The foundation provides resources to programs and to nonprofit organizations in the areas of oral health, animal health, and occupational and physical rehabilitation. Funds are granted for: Health and Human Services programs related to the focus areas that benefit economically disadvantaged people or youth with special needs; and Education as it relates to the focus areas, especially programs that increase the number of underrepresented people in the dental, veterinary, occupational health and physical health fields.

Program Areas: Public School, Private School, Higher Education, Other

Eligibility: At-Risk/Character, Community Involvement/Volunteerism, Disabilities, Early Childhood, Family Services, General Education, Health/PE

Proposal Deadline: Ongoing

Annual Total Amount: $5,000.00 – $75,000.00

Average Amount: $500,000.00 – $800,000.00

Address: 1031 Mendota Heights Road, St. Paul, MN 55120-1419

Telephone: 651-686-1929

Email: information@pattersonfoundation.net

Website: Patterson Foundation

Availability: All States

Doing the Ground Work for IEP Meetings

by Neva Fenno, M.S.Ed., MLIS
hands filingIf you’ve been a SPED teacher for a while, you have attended many IEP Team meetings. Some of you may have inserted the word “dreaded” before the word IEP. If so, this article is for you.

It doesn’t have to be that way, and it’s a true test of your administrative skills to create a consistently positive environment for team meetings. The IEP development process is too important to kids for it to be a contentious or difficult experience.

The success of the IEP meeting and approval process is completely up to you and your team members. It pays off in a big way to meet with your team often, without parents and others there. You need to be a cohesive and unified group. Much of the success has to do with doing your homework.

Like the team meetings, it pays to establish good relationships with parents outside of the team meeting room. Be sure your classroom is a welcoming place for parents. You’ll find their contributions will be key in the development of effective programs for children.

A story comes to mind. A parent was concerned about the help her child was receiving each day in the classroom. She had read an article about tablet computers and their effectiveness in blended learning classrooms. She hadn’t told the teacher that she wanted one for her child, so the concept was foreign when it was suggested at the team meeting. The teacher felt blindsided and was defensive when she heard the request for a personal tablet. This may not be a perfect scenario; these days tablets are readily available for most students, but it serves to make a point. We are all trying to keep costs down, and technology is expensive.

kids testingIf the parent had been a regular visitor in the school and classroom, the teacher would have already had the tablet conversation with her. Perhaps it isn’t necessary to have the personal tablet computer written in to the IEP. It can now become known that the school is in the process of acquiring them for all children, and there are also tablets available through the library. This kind of pre-meeting conversation will forestall any difficult moments in the meeting.

We talk a lot about “written into the IEP.” If the team is prepared ahead of time for each meeting, many expensive accommodations can be vetted and policies established for the provision of the services. Policies are wonderful things, they level the playing field and dispense with the notion that one child receives more support than another.

Use email and the telephone to stay in touch with students’ homes. You might solicit ideas from parents in a general email to all; you’ll start conversations that may make the IEP meeting easier. Knowing in advance what parents want and are expecting to see in the IEP will render the meeting a formality. No more long, drawn out and time-consuming conversations about whatever the parent is requesting this time. There will always be parents who are challenging, but doing your homework paves the way for a better team meeting.

I’ve found some helpful resources for team meeting preparation and administration:

For Parents:

Greatschools

Project Ideal

For teachers and other team members:

Guide

Regulations

Wrightslaw

Checklist

Who is on the Team?

Team meetings and IEP development are a critical part of a special student’s world. Our goal is to have the student’s welfare in mind at each stage of the process.

Let me know how you’re doing.


Grant Name: IWP Foundation Educational Grants

Funded By: Innovating Worthy Projects Foundation

Description: Giving on a national basis. The Foundation makes grants to organizations dedicated to serving developing innovative programs, disseminating ideas, or providing direct care or services for children with special needs, acute illnesses or chronic disabilities.

Program Areas: Disabilities, Early Childhood, Special Education

Eligibility: Public School, Private School, Other

Proposal Deadline: 12/31/2015

Annual Total Amount: $1,000.00 – $10,000.00

Average Amount: $100,000.00 – $200,000.00

Address: 4045 Sheridan Avenue, Suite 296, Miami Beach, FL 33140

Telephone: 305-861-5352

E-mail: info@iwpf.org

Website: Innovating Worthy Projects Foundation

Availability: All States

Testing for Special Education Students

by Neva Fenno, M.S.Ed., MLIS

Last time, I talked about blended learning environments for special education classrooms. With this learning model, we might want to talk about testing for our special needs children; are there new technologies that help teachers work with Common Core State Standards (CCSS) at testing time?

iStock_000016212768XSmall

I remember in the late 90’s when we were starting to embrace learning standards and develop new high-stakes tests. We heard a loud shriek throughout the land from teachers and parents who were sure their special needs children were going to be relegated to academic Siberia and required to take the same tests as “regular” children. It was a justifiable shriek; it seemed no one had really thought about this thorny issue, at least not very thoroughly.

We’ve calmed down since then, and now realize that requiring special needs students to take and pass high-stakes tests is just the equivalent of raising standards and expectations for all students, and providing the least restrictive environment—which is always a good thing. We’ve developed accommodations for children who need extra support at test time.

According to the law1

Testing accommodations are neither intended nor permitted to:

  • alter the construct of the test being measured or invalidate the results
  • provide an unfair advantage for students with disabilities over students taking tests under standardized conditions
  • substitute for knowledge or abilities that the student has not attained

The testing accommodations most frequently required by students as indicated in their IEP’s are:

  • flexibility in scheduling/timing
  • flexibility in the setting used for the administration of assessments
  • changes in the method of presentation
  • changes in the method of response

The key here is “in the IEP.” We have found ways to include many accommodations for special needs children in their IEP’s. We have struggled to find methods of assistance that don’t alter the tests or invalidate the results.

The NCEO (National Center for Educational Outcomes) provides a helpful bibliography of research-tested accommodations for testing. They also provide a nice description of differences among accommodations and discussions on test validity and reliability. There is considerable variability among states for the development of accommodations. Over time, states have developed alternate assessments that align with alternate state standards. We have also struggled with providing support for ELL students who have special needs.

teacher little girl

Where does technology step in to help us out with all these delicate balancing acts? A practical discussion of different ways classrooms can manage accommodations can be found at http://drscavanaugh.org/assistive/technology_accommodations.htm.

Teachervision has been one of my favorite sites over the years. They apply teacher speak to most of the ideas they present, and this article on assistive technology for students with mild disabilities is an example of that. Adaptive technologies may or may not be carried over into the testing environment. Remember the IEP? It may be allowed in the IEP, but here are some resources to help you sort this out.

Partnership for Assessment of Readiness for College and Career (PARCC) provides some guidance on using adaptive technologies for testing. PARCC is a group of states working together to develop a set of assessments that measure whether students are on track to be successful in college and their careers.

But, I digress. There are as many organizations, companies and others who are interested in creating and providing testing materials and guidance as there are stars in the sky, and for obvious reasons. There is a great deal of money to be made. Rather than insert my opinions about this, I’ll provide you with some (hopefully) unbiased resources to help districts with assistive technology make decisions as they relate to testing.

Education Week

University of Texas at Austin (study)

Smarter Balanced Assessment Consortium

Wikipedia on CAT

One Parent’s Opinion (NY Times)

Indiana University (Assistive Technology and Assessment Center)

Let me know how your district has evolved on the subject of testing and the use of assistive technologies.

1Text taken from: http://www.p12.nysed.gov/specialed/publications/policy/testaccess/guidance.htm, New York State Education Department.


Grant Name: Teacher Art Grants

Funded By: P. Buckley Moss Foundation for Children’s Education

Description: The P. Buckley Moss Foundation for Children’s Education aids and supports teachers who wish to establish an effective learning tool using the arts in teaching children who learn differently. They look to support new or evolving programs that integrate the arts into educational programming.

Program Areas: Arts, Special Education

Eligibility: Public School, Private School

Proposal Deadline: 9/30/2015

Average Amount: $250.00 – $1,000.00

Address: 152 P. Buckley Moss Dr., Waynesboro, VA 22980

Telephone: 540-932-1728

Website: P. Buckley Moss Foundation for Children’s Education

Availability: All States

Testing for Special Education Students Part 2: Aligning to Common Core State Standards

ABC learningby Neva Fenno, M.S.Ed., MLIS

Last time, I talked about testing accommodations for special needs students and new technologies that can assist at test time. Once IEP accommodations are devised, teachers are wondering how to align lessons and classroom tests to CCSS (Common Core State Standards)? Now that most states have adopted common standards, and we’ve gotten over the shock of needing to line up and adopt them at the micro level, how do we do that? Check out the CCSSI site itself for a look at alignment for students with disabilities.

Despite initial emotional resistance to moving to the new standards, I’ve been able to see that CCSS can actually be a useful tool as we create new lessons for special needs kids. Blended learning environments are available if we plan for them, and they offer additional technology assists for our lesson planning processes. One obstacle seems to be the availability of teacher training to bring technology to life.

This acceptance did not happen overnight, but I didn’t need a twelve-step program to come to acceptance level after all. We all want high standards for all children, they need something to aim for, and the stars are a good target. One could argue that the CCSSI is not the stars, but that’s a subject for another day.

I’ve found the best place to start in the alignment process is to consult my state department of education website for guidance. I use this resource all the time, but it’s fair to note that some state sites are better than others. Here is a link to the California site’s section on special education and CCSSI just to show an example.

They link to symposiums and other helpful events, but there is a tab for “assessment”. There is an organization, Smarter Balanced Assessment Consortium (SBAC) and a California site to show how it all works. SBAC is national but not all states have joined the consortium. Your state department of education will provide similar links to SBAC if they are members. On their site, we can learn about achievement level setting. It seems others have walked this path before, so let’s let our colleagues help us. There is an organized way to migrate to CCSS in special ed classrooms. There are also technology assists for moving to an online testing environment.

In SBAC’s own words,

Achievement level setting, also known as standard setting, is the process used for establishing one or more cut scores on an assessment, making it possible to create categories of performance. Smarter Balanced Governing States are using a three-phase design for achievement level setting, which involves an online panel, an in-person panel, and a vertical articulation committee.” Through these ongoing panels, schools are learning how to adjust their existing classrooms to CCSS and testing for special needs students.

This is where I jump in and decry the level of commercial enterprise at work throughout the CCSSI environment. Or, do I? I no longer have a big problem with companies popping up to make a living with software, products, consortia, symposia or other packages of services to help schools navigate these enormous new challenges. Have I gone to the dark side?

I’m not entirely ready to question whether the public sector (corporations) should be handed the reins for all education related issues, but it’s worth looking at the options. State and federal departments of education are struggling to keep up with new regulations and protocols. I know, they should have thought of this before, but let’s back off a little and let some commercial enterprises in to help them out.

More resources to help sort it all out:

I’m hoping this blog stirs a response from you, makes you mad, or indignant, thrilled, or something. Even if you completely agree with my line of thinking, can you let me know what you think? We’re all trying to answer the question, “How do I align my curriculum to CCSSI”? Moreover, is it worth it?


Grant Name: USGA Alliance Grants

Funded By: National Alliance for Accessible Golf

Description: Grants support organizations which provide opportunities for individuals with disabilities to learn and enjoy the game of golf and its inherent values. The Alliance and the USGA share the belief that the game of golf is exceptionally well-suited to allow individuals with disabilities to participate in a recreational or competitive activity with participants who have various types of disabilities as well as those who do not have disabilities. We encourage inclusive programming – opportunities that allow participants with disabilities and participants without disabilities to learn and play the game side by side.

Program Areas:   Disabilities, Health/PE

Eligibility: Public School, Other

Proposal Deadline: Ongoing

Average Amount: $1,000.00 – $20,000.00

Address: 1733 King Street, Alexandria, VA 22314

Telephone: 812-320-1126

E-mail: accessolutions@gmail.com

Website: National Alliance for Accessible Golf

Availability: All States

Are You Out of Compliance in Your SPED Classroom?

by Neva Fenno, M.S.Ed., MLIS

teacher time

At some time or another, it seems inevitable that you will be out of compliance in your classroom. This happens in especially bad economic times. Cities and towns become incapable of raising tax revenues to cover all costs and everything suffers. The number one reason you might have compliance issues is in maintaining a certain number of students in your care at any given time.

As referrals and approvals come in, administrators must find a suitable placement for a child. Sometimes there’s just no room at the inn, so they assign the child to your classroom until another solution becomes available.

There are some things you can do to try to start solving these problems, at least in your own domain, but first you need to understand the law.

I have a special fondness for Wrightslaw online. It’s a site that has every possible SPED law spelled out and explained in plain English. It also points people to other resources that may help solve problems with staying in compliance of IDEA, Public Law 94-142 laws. It links to advocacy groups, attorneys who specialize in this complex corner of the law, and provides access to advocacy and Special Education Law libraries (to-die-for resources).

I could spend weeks reading all the articles and papers on this site and never truly have a complete understanding of the laws for our special education students. I recommend surveying this site; it has a good search engine if you have specific questions about how to stay in compliance in your classroom.

girl classroomThe numbers of students in your care is pretty basic. All the regulations adhere to a basic premise that we are providing the LRE (Least Restrictive Environment) for special ed. students. There is a legal definition of this concept, but we all know what it means. We need to include SPED students as much as possible in classrooms for all children. Students are no longer shuttled into a separate self-contained room or school and forgotten. There are still self-contained classes, but the rules around placement are very strict and must be followed to the letter.

When I am out of compliance in student count, the first thing I do is look at the class list in its totality. Can I prioritize my class list? This sounds barbaric, but there are always students who may have been in SPED classrooms too long and it is in their best interests to have their IEPs changed with parent input. Graduating (phasing) a student out of SPED services is hard to do, so be prepared for a fight. People (parents) become happy with extra care situations for their children. I always work with district SPED officials and my school principal. I can be a squeaky wheel, and if I keep at it, students can be phased out of my classrooms. Call IEP meetings and review each situation thoroughly to try to keep your room in compliance.

In a resource room, you cannot exceed five students per instructor. There are also rules for paraprofessionals; can a child be assigned a personal aide (through the IEP and team meeting process)? We are all aware of situations when keeping it to five students is just not feasible and the student count in resource rooms swells to try to absorb the overflow. There can be acceptable temporary arrangements. Self-contained classrooms are generally eight students with a full time teacher and one paraprofessional.

You are probably questioning my numbers. Actually, so am I. As I tried to research this issue, I came across different guidelines in different states. The best description of these rules can be found on Wrightslaw:

Is There a Legal Definition of Self Contained Classroom?

There is no legal definition of “self-contained classroom” in the federal statute.

It is suggested that you defer to your state special education offices for guidance.

We all know a classroom that is out of compliance. We know what it looks like, how it’s not functioning and that we should do something about it when we can.

Some resources to help us all stay up to date:

NCLB No Child Left Behind

IDEA 2004 (Individuals with Disabilities Education Act)

NASET – National Association of Special Ed Teachers

Teachervision – practical everyday things to use in your classroom.

Special Education Guide

Let us know if you have a class out of compliance and the plans you are developing to fix it.


Grant Name: Family Service Community Grants

Funded By: Autism Speaks

Description: Autism Speaks seeks to directly support the innovative work of autism service providers in local communities across the United States. The focus of our Family Services Community Grants is three-fold: to promote autism services that enhance the lives of those affected by autism; to expand the capacity to effectively serve this growing community; and to enhance the field of service providers.

Program Areas: After-School, Arts, Community Involvement/Volunteerism, Disabilities, Early Childhood, Family Services, General Education, Health/PE, Library, Math, Reading, Safe/Drug Free Schools, Science/Environmental, Social Studies, Special Education, STEM (Science, Technology, Engineering, Math), Technology, Vocational

Eligibility: Public School, Private School, Other

Proposal Deadline: 3/25/2015

Annual Total Amount: $5,000.00 – $25,000.00

Telephone: 917-475-5059

E-mail: sselkin@autismspeaks.org

Website: Autism Speaks

Availability: All States

Blended Learning in Special Education

by Neva Fenno, M.S.Ed., MLIS

child teacher computer

Blended Learning Environments – Using technology and traditional SPED classroom instruction to facilitate learning.

There’s a buzzword that’s been gaining momentum in all education spheres these days: blended learning. Basically, (don’t wince—this is very basic) it is adding technology to existing classroom lessons to increase motivation and engagement in learning. It can include video, podcasts, streaming content from providers, interactive exercises, asynchronous and, increasingly, synchronous lessons. Grab one of those iPad labs the district is handing out; don’t be left out in the techie cold.

With blended learning, the student is the star with the teacher on hand for support. Some part of the lesson delivery is online using a learning management system (LMS) that includes a database to keep track of student assessment, attendance and achievement gains (the LMS does the heavy lifting). Assessment is just one way technology will facilitate student learning.

The shift to blended learning from a traditional special ed. classroom or resource room model should not be difficult. Traditional lesson planning strategies will overlap blended learning with a new way of looking at things. The best way to describe blended learning for a teacher who would like to understand the model might be to look at a blended learning lesson plan template. Can you select the lesson plan steps that will stay the same as your current plans?

ABC learningLesson Plan Template for Blended Learning Environments

  1. Alignment with Common Core State Standards (CCSS):
    Standards-based instruction for special ed. students remains number one; objectives must be aligned to the standards you have selected in your timeline and skills rollout.
  2. Objectives:
    In a special ed. model, you will be prepared to plan formultiple  Each student works toward his own goals. Students move continually forward, the pace is driven by assessment results that are part of the learning management system.
  3. Data Analysis:
    The guiding light in instruction is the careful analysis of the data provided by the LMS and your own formative assessments.
  4. Scheduling (blocking):

This is one of the challenges teachers face; the schedule and rollout of instruction for any standard will look very different at the elementary level from instruction in high school. In a SPED environment there are no heterogeneous groups, but lessons remain flexible so individuals can step out and move quickly through skills they grasp, while others will stay and repeat certain skills until mastery is achieved. You can arrange the class into somewhat flexible groups.

  1. Setting:
    Blended learning provides multiple environments to reassure students and accommodate for different learning styles. One environment for learning will be online and technology based. You may have a small group with several learning environments: computer labs, tablet labs, teacher led lessons, special tutoring and study carrel assignments. All of these can be modified for a resource room.
  2. Activities:
    You can use existing successful lesson plans, they can still access their thumb drives with the best lessons from past years. You will become expert in finding the lessons and activities that reach into the depths of your special students’ learning. Hands-on project-based learning can continue.
  3. Timing:
    Within blocks and scheduling schemas, you may have different groups working through different skill sets at the same time. You can make learning one-on-one by adjusting students’ time in the various microenvironments according to different needs.
  4. Assessment and Testing:
    Assessments are determined in the planning stage as markers to guide further learning. The goal for the teacher is to measure when students have met their objectives within a given standard.
  5. Organization:
    There are many lesson plan templates that show how existing teaching styles can be honed and fine-tuned for the new special ed. blended learning model. Some resources include:

Your classroom may need to be rearranged to suit the needs of the learners. The school network specialist will need to keep the internet connection open. Your district may install its own learning management system through which students can access your classroom assignments; it will be useful for SPED classrooms too. This developing trend shows promise for security conscious administrators.

teacher little girl

A new model for learning always suffers growing pains. There will be new ideas coming online all the time, but the promise of raising special ed. student achievement through blended learning is exciting. It pulls together all the effective strategies that educators have developed to manage standards-based instruction on a large scale, right down to the individual and his learning needs.

Other resources:


Grant Name: Foundation Grants

Funded By: Mitsubishi Electric America Foundation

Description: Mitsubishi Electric America Foundation supports innovative projects that help youth with disabilities develop the leadership and employment skills they need to succeed, particularly for careers in science, technology and the environment. MEAF will also consider projects to create tools that help break down barriers to employment and increase job opportunities for young people with disabilities entering the workforce, including returning veterans with disabilities.

Program Areas: Disabilities, General Education, Professional Development, Science/Environmental, Special Education, Technology, Vocational

Eligibility: Public School, Private School, Higher Education, Other

Proposal Deadline: 6/1/2015

Annual Total Amount: $400,000.00

Average Amount: $1,000.00 – $10,000.00

Address: 1560 Wilson Blvd., Ste. 1150, Arlington, VA 22209-2463

Telephone: 703-276-8240

Website: Mitsubishi Electric America Foundation

Availability: All States

 

 

Myths and Stereotypes in Special Education

by Neva Fenno, M.S.Ed., MLIS

Social Emotional Teaching Strategies

I’m about to stick my toe into murky waters, but it seems fitting just after Halloween.

Any discussion of special education must begin with a true understanding of the enormity of the subject. I could write blog posts about it every day for the rest of my life and never run out of subjects to explore, so bear with me while I explore a non-scientific corner.

I’m a big fan of Stephen King, especially his early books like The Stand, Carrie, Christine, etc. He is a master storyteller and reading one of his books is most often a rewarding experience.

In 2002, he wrote a television miniseries called Rose Red. It’s about a psychology professor who takes a group of psychically talented people to a haunted house in Seattle. If you picture House on Haunted Hill, that’s a good place to start, but Rose Red is in a category all its own.

In the story, Annie, a 15-year-old autistic and psychic girl, is brought along to ignite the house’s dormant ghosts into action. She is reported to have telekinetic and telepathic abilities that will be sure to help the professor establish her assertions that haunting does happen and the unseen world is rich with research possibilities. Early in the story, it’s clear that Annie does have amazing abilities to make connections with the unseen world. Strange things begin to happen, too numerous to mention here.

There has long been a school of thought in the study of autism that people on the spectrum have a connection with the paranormal that others lack. The Internet is loaded with sites that try to establish this connection. Whether you believe in ghosts or not, you can see the dangers that lie in the path of this kind of thinking. Has anyone ever really proven that ghosts exist? Why haven’t searchers been able to document their existence (on film, etc.) other than seeing shadows and hearing doors close on their own? Those are just a couple of the dangers.

The other greater problem is the need to put people in groups so we can describe them. Like all autistic children, Annie is an individual; her social interaction and communication challenges lie on a spectrum. In deference to Mr. King, he is merely trying to move a fiction forward in an entertaining and hopefully believable way. He respects Annie’s theoretical abilities and does little damage to the field of education or psychology, but it’s with a wink and a nod.

For teachers, it’s in our best interest to be sure that people don’t grab on to theories like these and try to use them to bolster personal beliefs. We can all agree that these beliefs are a private matter and deserve respect. However, discussions about autism must stay on a track that is proven and scientifically determined. How else can we provide kids with a great education?

Likewise, are children with developmental disabilities really more affectionate and loving than other children? (This is a stereotype I’ve encountered.)

Annie ends up saving the day, of course, releasing the trapped paranormal investigators from a house that has taken on a malevolent life of its own. We are entertained, and reminded of the literary skills of Stephen King; he has done it again, brought us through a complex story to a satisfying conclusion. We can turn off the TV and return to our scientific reality.

I’ve made a list of some websites that explore the idea that autistic children may have psychic talents. I tried to stay with credible source material, but that’s becoming more difficult too.

Autism and the God Connection

Time Magazine Interview

“Are Autistic and Psychic People Similar?” – Psychology Today

Research? (Question mark mine)

Indigo Children – ABC News Report

Once again, I could write much more on this topic. I hope you will forgive my flight into fuzzy territory, as it relates to special education. Tell me your stories of stereotype busting.


Grant Name: Educational Grants

Funded By: The Ambrose Monell Foundation

Description: Giving on a national basis to improve the physical, mental, and moral condition of humanity throughout the world. Giving largely for hospitals and health services, scientific research, museums, performing arts, and other cultural activities, and higher and secondary education; support also for social services, research in political science, mental health, and aid to the handicapped. No grants to individuals.

Program Areas: Adult Literacy, Disabilities, General Education, Health/PE, Math, Reading, Science/Environmental, Social Studies, STEM (Science, Technology, Engineering, Math)

Eligibility: Public School, Private School, Higher Education, Other

Proposal Deadline: 4/30/2015

Annual Total Amount: $9,000,000.00

Average Amount: $5,000.00 – $100,000.00

Address: c/o Fulton, Rowe, & Hart, 1 Rockefeller Plz., Ste. 301, New York, NY 10020-2002

Telephone: 212-245-1863

E-mail: info@monellvetlesen.org

Website: The Ambrose Monell Foundation

Availability: All States