Special Education Today Newsletter 1(3)

What's been happening this week?

Well, here we are at the third issue of the first year of the newsletter for Special Education Today. As usual (so far, at least), this issue has a few house-keeping notes, a listing of recent posts, and a little bit of minimally filtered commentary.


The list of free sign-ups should surpass 200 addresses this week. If you got an email notice about this issue of the SET newsletter, your address is almost certainly in the data base. If the newsletter was forwarded to you, please click on a link in it and sign up at the Web site.

Thanks to those of you who use the "share" button at the end of the newsletters (and most individual posts) and inform others who may benefit from learning about the community. Flash of the electrons to Ed M. and others who have told me about sharing!

As I suggested last week, I Tweeted about the site last week. I posted it from my Twitter feed, @JohnWillsLloyd. Flash of the electrons to Tina C and Michael K. for the retweets.

Current Contents

Here's a round up of the new articles in the magazine from the previous week. As you'll see, they cover diverse topics. Read 'em as you see fit!

Forth-coming Features

I'm considering some recurring features for the magazine. It'll take a while for me to get them completed, but I hope that they are useful. Here are just a few. Please let me know what you'd find valuable.

  • Teaching for generalization. What steps can educators take to increase the chances that their instruction will "generalize?" That is, how can teachers promote sustained performance of a behavior, performance of the behavior in different (and appropriate ) conditions, and performance of similar behaviors? These questions are, to me, fundamental issues about instruction, but we educators know a lot about how to address the questions.

  • Social justice is important. Kids who need special education should receive special education. That need is is defined in law. Their access should not depend on race or ethnic barkground. How should special educators respond about guaranteeing services to individuals with disabilities who are not members of the "dominant culture?"

Your comments

Thanks for clicking the heart symbol and sharing the word about SET. Whoohoo! More flashes of the electrons to Tina C., Michael K., and others who have clicked the like button on a post, dropped a comment, passed along a "share," or otherwise interacted with posts.

Also, I hope readers will find the magazine to be a way to engage discussion of matters that concern special educators and others who provide related services (e.g., administrators, researchers, psychologists, speech-language peeps, and others) as well as parents, and even individuals with disabilities themselves. Please share posts. Also, comment: Tell me where I've erred. Amplify the content with your own experiences. Suggest additional content.

Personal notes

Well, I haven't had any great photo oppotunities during my walks this week. I'll keep watching.

Right now, of course, there are people detonating fireworks in celebration of the US holiday. I think our cats are accustomed to the explosions, but last night one of them (Billy) was in my lap when neighbors set off some pretty loud blasts. He stiffened during the first couple booms, but gradually calmed down and began to ignore them. He's only a year old, so this is his first actual experience since he has opened his eyes.

I hope everyone has a safe and happy day and weekend. Gracias to all those who have promoted independence, freedom, and (of course) peace.

Remember to watch out for each other and to teach your children well.


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