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This posting/podcast is targeted at people working within the field of special education, whether as a public education employee, a lay advocate, or an attorney representing anyone involved in special education. Burn-out happens in every profession, so to the extent that we all know what it is in general, I’m not going to spend time discussing what is already commonly known about burn-out.
What is unique to burn-out in special education are the kinds of things that contribute to it. Unlike some professions, in special education it’s not usually monotony that does people in. Too many things change day-to-day for the job to become monotonous.
En ambientes educativos, el tema de la inmigracion se ha convertido en un asunto del discusion importante con amplias perspectivas relacionadas a como los distritos escolares deben de tratar las necesidades de la poblacion inmigrante. Sin embargo, un tema donde no hay desacuerdo es que el la palabra inmigracion esta directamente relacionada con la palabra lenguaje.
Como educador, mi enfoque no esta en la politica emocionalmente relacionada con la inmigracion, sino en como podemos mejorar las situaciones de todos los niños, sin importar las diferencias etnicas, linguisticas, y culturales. Además, es un requisito de procedimiento del proceso de educación especial que la evaluación no se racial o culturalmente sesgada y que los niños se evaluará en su lengua materna, que presenta una serie de desafíos a los distritos escolares que tratan de servir a los niños un segundo idioma que puede haber discapacidades que califican. [Sec de 34 CFR 300.304 (c)]
In educational settings, the issue of immigration has become a topic of important discussion with a wide range of perspectives related to how school districts should address the needs of the immigrant population. However, one thing that is not up for debate is that the term immigration goes hand-in-hand with the word language.
As an educator, my focus is not on the often emotionally charged politics related to immigration but instead on how we can best support the educational needs children of all ethnic, linguistic, and cultural backgrounds. Additionally, it is a procedural requirement of the special education process that assessment not be racially or culturally biased and that children be assessed in their native language, which presents a number of challenges to school districts attempting to serve second language children who may have qualifying disabilities. [34 CFR Sec. 300.304(c)]
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One of the students for whom we’re providing lay advocacy services had an tumultuous experience at school just over a week ago. More to the point, everyone in her class, including her teacher, had a tumultuous experience with our client right in the middle of it.
This little girl is the poster child for all the cutie-patooties in the world. She’s an early elementary student who is completely adorable, caring, and engaging. She’s also compromised by a mood disorder and can have extremely emotional outbursts that come seemingly out of nowhere every once in a great while.