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Earn a Graduate Transition Special Education Certificate through Distance Education for Transition Leaders and Trainers

The George Washington University is accepting applications for the Graduate Transition Special Education Certificate Program by distance education at The George Washington University. The courses are graduate level and therefore may be transferred to our new on-line Masters program.  The program responds to the on-going needs expressed by educators and rehabilitation personnel, research concerning youth with disabilities, and legislative requirements to provide transition services for all youth with disabilities.  The IDEA Amendments of 2004 (P.L. 108-446) mandate transition services which include on-going assessment, curriculum planning, and collaboration with a variety of stakeholders to include community agency personnel, school administration and faculty, and parents. Amendments to the Rehabilitation Act, Public Law 105-220, encourage State rehabilitation agencies to coordinate with public schools and provide transition services for youth as early as possible and as part of their Individualized Plan for Employment (IPE).  In addition, this program meets the Transition Guideposts of the U.S. Department of Labor National Collaborative on Workforce & Disability for Youth (NCWD-Youth,) and the CEC Advanced Knowledge and Skills Base for Transition Specialists (2008) which are recognized by most states.

All applications must be submitted online: https://app.applyyourself.com/AYApplicantLogin/ApplicantConnectLogin.asp?id=GWUGRAD

On the application, PLEASE BE SURE that you mark Transition Special Education Certificate, and NOT teacher certification (which is the Masters program).

For further information, contact:

Dr. Michael Ward, Program Coordinator – mjward@gwu.edu

Bridget Green, Research Assistant, greenb@gwu.edu or (202) 994-1235

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$2,000 NYSCATE Grants for Classroom Projects

Each year the New York State Association for Computers and Technology in Education (NYSCATE) awards up to 6 grants with a maximum value of $2,000 each for classroom projects that integrate the use of technology. The classroom project must be consistent with the NYSCATE mission, the New York State Learning Standards, and the NETS Standards.

For more information on applying for a grant, click here. The deadline date to submit a grant application is April 1.

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For Low-Income Kids, Access to Devices Could Be the Equalizer | MindShift

From MindShift: “No device should ever be hailed as the silver bullet in “saving” education — nor should it be completely shunned — but when it comes to the possibility of bridging the digital divide between low-income and high-income students, devices may play a pivotal role.

Access to the Internet connects kids to all kinds of information — and for low-income students especially, that access has the power to change their social structure by allowing them to become empowered and engaged, said Michael Mills, a professor of Teaching and Learning at the University of Central Arkansas during a SXSWEdu session last week.

‘For minorities and for low-income students who have these devices, it might be their only way to access the Internet, to get information about their own health, access to social media,’ he said. ‘And they’re using that as the agent to change their social structure.’

‘The Internet is about empowerment. If we take away this access because we think certain people aren’t going to use it right, we’re no better than governments who take away voting rights from minorities.’

Yet it’s those very students who are deprived of the right to use their own devices in schools, according to a recent Pew report showing that access to devices is noticeably different between higher and lower income schools: 52% of teachers of upper and upper-middle income students say their students use cell phones to look up information in class, compared with 35% of teachers of the lowest income students. And when it comes to blocking sites, 49% of teachers of students living in low-income households say their school’s use of Internet filters has a major impact on their teaching, compared with 24% of those who teach better off students who say that. In the same vein, 33% of teachers of lower income students say their school’s rules about classroom cell phone use by students have a major impact on their teaching, compared with 15% of those who teach students from the highest income households.”

Read more at… For Low-Income Kids, Access to Devices Could Be the Equalizer | MindShift.

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COS Mobile Apps

CareerOneStop now offers five mobile web applications:

  • Find an American Job Center allows users to quickly locate and contact their closest American Job Center.
  • Find a Job lets users search job listings in any local U.S. area.
  • Veterans Job Search matches military job experience to civilian careers, and then displays local job listings for those careers.
  • Salary Finder provides average hourly wages or annual salaries by occupation and location.
  • Training Finder allows users to locate education and training programs in their local area.

via COS Mobile Apps.