Issue Date: Spring 1998


Dear ACTION Newsletter Editor:

This letter is written as a commentary on the perceptions of Special Education Programs from the viewpoint of regular educators and administrators. I recently assumed a new position in education, that of Assistant Superintendent of a small, rural school district in South Central PA. This position comes after more than 20 years in special education as both a teacher and supervisor. During the first month on the job, I was faced with numerous comments from regular education teachers, principals and parents about the favoritism shown to special education "kids", the complexity of the paperwork we shove on regular educators and the amounts of money we siphon from a school district budget. There were other comments, but to me, these three were the most pointed. To read more...


"The one marriage that must work...for the sake of the the marriage between home and school." Crystal Kuykendall, 1992, "From Rage To Hope."

"What's working in special education?" asked Bobbie Glass, the parent of a child with excetionalities and a former special educator. Disappointingly, a group of educators had difficulty developing a list when asked this important question. Not surprisingly, the list of "What is not working in special education" is alarmingly longer and easier to construct. These questions were the basis for the beginning of a dialog between Mrs. Glass and the PFCEC Executive Board. Click here for more...


Delaware County, Chapter 184 was once one of the largest and most active chapters in Pennsylvania. It was originally part of a multi-county chapter in suburban Philadelphia. As each county's chapter grew, it was able to break off and form a separate chapter. Activities of members of this original group go back at least to the 1940s. Membership in Chapter 184 at one time exceeded 150 and it was not uncommon for us to draw, sometimes in conjunction with other education organizations, 250-300 people for dinner meetings. For a few years, in the 1970s and I980s, Chapter 184 co-sponsored, in cooperation with the Delaware County IU and some private and public schools, a countywide special education in-service day with over 700 participants and the PA Secretary of Education as the keynote speaker. What happened?


Persons in the deaf and hard of hearing community have a new service at their fingertips or, more accurately, at the fingertips of another. Real Time Captioning (RTC) is a relatively new service available to individuals who are deaf or hard of hearing. RTC involves the services of a court reporter, a laptop computer with specialized software and an interested student who is hearing impaired. The concept of RTC can be compared to the closed captioning services provided on television or video as a service to individuals who are deaf or hard of hearing. The difference is that RTC is used in a classroom setting with a laptop computer in place of the television. Would you like to know more?


When you hear a person being referred to as a Rprofessional,S what comes to mind? Do you think of a doctor, dentist or lawyer? Do you think of an educator? Educators (special educators included) historically have been considered professionals. In recent years, however, the profession of educating has found itself under scrutiny and has had to reassert that the profession is, in fact, a "profession". Why does this happen?


You are invited to submit an article to the PFCEC Journal.

The intent of the Journal component is to provide information to persons who work directly with children and youth with disabilities and children and youth who are gifted. This information might come from experience or research. We wish to publish information that describes applications of changes in curriculum, instructional modifications and technology.

Special education practitioners have a great deal of information, but typically do not write for publications. However, there are many other practitioners in the field who want to hear what their colleagues are doing and thinking.

Selection of articles is made on the basis of reader interest, importance of the topic, implications for the practice of special education and quality of writing. The article should not exceed five double spaced 8 1/2" x 11" pages. Materials will not be returned unless a self-addressed, stamped envelope is included.

Send articles to:
Rosalie Dibert
581 Plum Run Road
Canonsburg, PA 15317

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