Education Week: Diplomas Elusive for Many Students With Learning Disabilities

From Education Week: “A state-by-state analysis of the most recent data on graduation rates for students with learning disabilities shows that while more of those students have been leaving high school with a standard diploma, many states are struggling to reach the national graduation rate average of 68 percent for students in that disability category.

Students with learning disabilities—dyslexia, dyscalculia, or auditory or visual processing disorders, for example—make up about 41 percent of the students who are covered under the Individuals with Disabilities Education Act. The New York-based National Center for Learning Disabilities combed through the data collected by the federal government on students with disabilities to produce a report called ‘Diplomas at Risk,’ which argues that despite improvement over the years, far too many students with learning disabilities, or SLDs, are dropping out of school or being shunted to an alternative certification path that leads to something other than a standard diploma.”

Read more… On Special Education – Education Week.


21 Simple Ways To Motivate Your Students – Edudemic

From Edudemic: “No matter the grade you teach, the school district you oversee, or the children you have in school, motivation is never an easy thing. From coaches to teachers, we all have to do it and it’s worth taking the time to figure out what works and what, well, doesn’t.

So how do you motivate students? They’re an odd bunch with a myriad of distractions just waiting to take their mind off the task at hand. From Facebook to texting to daydreaming, motivation from teachers is more important than ever before.

What follows is a list meant to give you some quick and simple ideas from Online College Courses to make the most of your time with students. All these ideas may not apply but hopefully some do!”

Read more via 21 Simple Ways To Motivate Your Students – Edudemic.


Proposed Amendment of Sections 100.5, 100.6, and 200.5 of the Regulations of the Commissioner of Education: Special Education : EMSC : NYSED

The New York State Education Department (NYSED) is seeking public comment on proposed regulations to establish a Regents Certificate of Work Readiness for students with disabilities (other than those eligible for the Skills and Achievement Commencement Credential). The summary and full text of the proposed amendment (20 KB) is available at:

Written comments (53 KB) on the proposed amendment will be accepted for 45 days after its December 26, 2012 publication in the New York State Register (comments must be received by February 11, 2013) and may be submitted to:  James P. DeLorenzo, Assistant Commissioner, P-12: Office of Special Education, 89 Washington Avenue, Room 309 EB, Albany, NY 12234, Attention: Proposed Regulations: Regents Certificate of Work Readiness  (email:

via Proposed Amendment of Sections 100.5, 100.6, and 200.5 of the Regulations of the Commissioner of Education: Special Education : EMSC : NYSED.


Online Course: Global Comparative Disability Policy

Enroll by Nov. 30 to learn more about this evolving employment issue.

What are the socio-economic barriers that challenge individuals with disabilities around the world? How has U.S. disability policy influenced the policy of other countries? How do countries evaluate the success of their policies in serving the needs of people with disabilities?


This winter, Professors Thomas P. Golden and Arun Karpur of Cornell University’s acclaimed Employment and Disability Institute will answer these and many other questions in an online course, Global Comparative Disability Policy (this will link to

Through lectures, discussions, and interviews, students in this intensive, four-credit course will gain:

  • an overview of international public policies on disability,
  • an analysis of disability and employment policy in specific parts of the world,
  • a framework for comparative analysis of public policy, and
  • an introduction to the evolution of country-specific disability policies.

Because this is an entire college semester offered in just a few weeks, participants should be prepared to spend about 30 hours per week on the course. Tuition for Winter Session is $1,155 per credit ($4,620 for a four-credit course). Grades and credits earned will be recorded on an official Cornell University transcript.

For more information and to register, see the course description on the Winter Session website, e-mail, or call 607.255.7259.