Inclusive Education

TASH Conducts Briefings with Congress as Part of SWIFT Center

Over the past few weeks Jenny Stonemeier, TASH’s Education Policy Director, has been conducting informational meetings with members of Congress who represent the SWIFT schools, districts, and states.  These meetings are part of the SWIFT Policy team’s annual plan to engage a broad range of stakeholders in the work of the SWIFT Center.  Congress is… read more

New Training Looks at Building Conversational Skills Among High School Youth with Autism

Conversational skills can be difficult for any high school student, but they can pose a particular challenge to students with autism spectrum disorders. New approaches have shown promise in developing conversational skills among high school students with autism. Peer-mediated intervention can support students who are either passive conversationalists, or reluctant or withdrawn in social interactions.… read more

SWIFT Center Technical Assistance Delivery

The SWIFT Center – the national technical assistance center that provides academic and behavioral support to promote the needs of all students, including those with disabilities and the most extensive needs – is in year two of the work. The SWIFT Center has partnered with five states (Vermont, New Hampshire, Maryland, Oregon and Mississippi) to… read more

SWIFT Center Marks Year Two

October marked the beginning of Year Two of the SWIFT Center and we kicked it off by hosting Professional Learning Opportunities in each of our five SWIFT States (Oregon, Mississippi, Maryland, Vermont and New Hampshire). These two-day events were designed specifically to meet the needs of the district and school staff who attended by providing… read more

A Civil Rights Investigation into Virtual Charter Schools in Ohio

Recently the US Department of Education released its findings related to the Civil Rights Investigation of Virtual Charter Schools in Ohio.  Stemming from an Office of Civil Rights complaint filed in 2011, the Resolution confirms that students with disabilities enrolled in Virtual Schools are entitled to a Free Appropriate Public Education (FAPE). “Online education environments… read more

An Introduction to the Common Core State Standards

Leah Wood and Alicia Saunders, UNC Charlotte Undoubtedly, everyone invested in special education, personally or professionally, is affected by the changes in policy that have led to the adoption of the Common Core State Standards (CCSS; http://www.corestandards.org). As a field, we now have a collective agenda: the interpretation and implementation of the CCSS for all… read more

The Buzz About the Common Core State Standards

Letter from the Editor There has been a great deal of buzz about the Common Core State Standards (CCSS).  Rightfully so, the introduction of a common set of standards sets the stage for a new day in education…or does it?  Standards or norms can be helpful and provide focus.  But, it is important to keep… read more

Toward More Compassionate Schools

Letter from the Executive Director As the nation rolls out the high academic standards called for in the Common Core, it is important to pause and consider the other half of the “pyramid” – are kids getting the necessary supports to manage their own behavior? As TASH members, this question immediately brings to mind Positive… read more

Making Sense of the Common Core Standards

Letter from the Board President With this issue of Connections, TASH once again undertakes one of it primary missions: to educate its members and other interested individuals with cutting-edge information relevant to the lives of people with significant disabilities. The Common Core State Standards (CCSS) were developed under the leadership of National Governors Association Center… read more

Closing the Low-Expectations Loophole for Students with Disabilities

We at TASH talk about EQUITY frequently. Often we mean equity of access; to services, to supports, to opportunities, etc. But we also mean equity of accountability; holding school districts, states, and agencies responsible equally for the outcomes of the individuals they support. The Department of Education has recently indicated its intent to remove the… read more