RECENT PUBLICATIONS
Re-Imagining Special Education
Who we are and what we do.
Author: Julie M. Lane, Ed.D.
Since 1996, I have had several opportunities to build, first-hand, successful and sustainable special education programs in the private sector. I worked closely with private school administrators to create special education programming options while creating a school climate where all children belong. Much of my first-hand experience is primarily in California and my consulting has taken me to schools across the United States, throughout California, and I have also consulted with school personnel in the Philippines and China.
In returning to school to earn my doctoral degree in educational leadership, administration, and policy at Pepperdine University – I focused my studies on how to develop effective and sustainable special education programming in unique settings. What I learned was for unique school settings to be successful and to meet the needs of children with disabilities a collaborative and consultative partnership among school personnel, parents, and community members must exist.
I continue to expand my knowledge of special education programming, cultural awareness, and school climate as I now serve in higher education. I have learned from international educators as to the lack of programming in such settings and the challenges in serving such a diverse population of families. I have explored cultural awareness around special education laws and disability, written and published articles on international, private, and rural education issues, and built my research objectives around special education programming in these unique school settings. Lastly, I have read about, listened to, learned from, and observed parents, educators, children and adults with disabilities, and disability service providers.
R-ISE focuses on the similar challenges found in international and US private schools when serving children with disabilities. These challenges include:
- Retention of qualified teachers,
- Establishment of funding avenues,
- Awareness of community resources,
- Movement towards cultural awareness,
- Acceptance and understanding of the culture of disability and its conflicts with minority groups, and
- Creation of effective and sustainable programming options.
In today’s world of multiple obligations, expectations, hazards, and uncertainties, children need to be guided and supported in the communities where they live and go to school. Moreover, building collaborative relationships and empowering community members creates networks of support that help children to recognize their value in facing the challenges of life.
As an educator, I find great value in collaborating and consulting with community members, especially key constituencies in an educational process, that includes parents, teachers, school leaders, tribal members, businesses, government entities, and nonprofit organizations with educational interests. Each has a contribution to make and all are benefited in helping to raise a child.
R-ISE understands the resource limitations in international and US private school settings. Yet, children are reliant on education teams to collaborate and consult and to create inclusive environments where all children belong. We need to design effective education plans and programs.
R-ISE wants to work with you to create effective multidisciplinary teams where parents are equal team members and the child is the focus of every meeting. Yes, R-ISE also supports parents by guiding them through appropriate and realistic goal planning for their child. It is not our goal to create adversity between parents and school multidisciplinary teams, rather, it is our goal to assist both parents and schools in establishing and growing collaborative and consulting teams where partnerships thrive and children grow.
We, as members of a community, are called to serve our children as they are critical to our own futures. To safeguard the fabric of our future community, we are obligated to help every child see his or her value and the value of others. We are obligated to help every child find their purpose and create schools where all children belong. We are obligated to provide every child an appropriate education so that they can be contributing members of our communities.
Thank you for taking a moment to learn about my passion in serving children, parents, and school communities. Through effective and sustainable program development we can find avenues to meeting the educational needs of our children.
Please explore R-ISE’s website further, and please let us know how we can serve you today. We look forward to serving you.
First People Language
We all have unique gifts and talents that need to be recognized. However, special education has previously used language that put the disability before the person.
Author: Julie M. Lane, Ed.D.
We all have unique gifts and talents that need to be recognized. However, special education has previously used language that put the disability before the person. First person language allows for people and children to first be seen as people and children first. To help further this, the Anabaptist Disabilities Network has recently released appropriate terms to use when describing or talking about an area of disability. We hope you find the links above helpful.
Keeping our Students Safe
Special Ed Connection has developed a checklist of steps schools should take before schools reopen to students with disabilities. Check it out!
Author: Julie M. Lane, Ed.D.
Special Ed Connection has developed a checklist of steps schools should take before schools reopen to students with disabilities. Check it out!
Inclusion in International Schools
Every year or so, ISC Research, collects information regarding special education programming and disability services in international schools. In collaboration with Next Frontier Inclusion, the 2020 report has been published.
Author: Julie M. Lane, Ed.D.
Every year or so, ISC Research, collects information regarding special education programming and disability services in international schools. In collaboration with Next Frontier Inclusion, the 2020 report has been published. As ADSE continues to stay in the know regarding practices, we have found the current data informative and applicable. Please let us know if you have any questions.
Updated School Inequality Data
National Disability Institute has released a statistical report on how systemic inequality has a financial effect on race, ethnicity, and disability. COVID-19 has added to the inequality.
Author: Julie M. Lane, Ed.D.
National Disability Institute has released a statistical report on how systemic inequality has a financial effect on race, ethnicity, and disability. COVID-19 has added to the inequality. As ADSE continues to pursue grants to support those in marginalized areas of the country, we have found the data insightful and helpful to serve children in rural schools. We hope you find the report just as helpful.
Teaching Math to Children who are ELL and have Special Needs
Education Week released an article this week that can level student learning. For students with learning disabilities and who are English Language Learners, math can be difficult.
Author: Julie M. Lane, Ed.D.
Education Week released an article this week that can level student learning. For students with learning disabilities and who are English Language Learners, math can be difficult. Experts suggest (a) to not de-emphasize the use of language, (b) consider how labels, such as, learning disabilities and English language learners are broad umbrellas and students’ needs are different, and (c) focus on what a student can do and not what they cannot.
Current Special Education in UAE International Schools
ISC Research has been the research hub for international schools for more than 25 years. ISC’s webinar discusses the steps taken in British international schools in the UAE.
Author: Julie M. Lane Tudor, Ed.D.
ISC Research has been the research hub for international schools for more than 25 years. ISC’s webinar discusses the steps taken in British international schools in the UAE.
Southeast Asia
Middle East
COVID-19 and Dispute Resolution
Today, the Office of Special Education and Rehabilitative Services’ Office of Special Education Programs (OSEP) issued Questions and Answers (Q&A) documents in response to inquiries concerning implementation of the Individuals with Disabilities Education Act (IDEA) Part B and Part C dispute resolution procedures in the current COVID-19 environment.
Author: Julie M. Lane Ed.D.
Today, the Office of Special Education and Rehabilitative Services’ Office of Special Education Programs (OSEP) issued Questions and Answers (Q&A) documents in response to inquiries concerning implementation of the Individuals with Disabilities Education Act (IDEA) Part B and Part C dispute resolution procedures in the current COVID-19 environment.
IDEA Part C June 22, 2020
IDEA Part B June 22, 2020
OSERS/OSEP will continue to work with state and local leaders to identify any additional areas where it can provide information to support stakeholders in their important work.
For more information about COVID-19, please visit:
Julie Lane and Quentin Kinnison Publish Article on Including Students with Different Learning Abilities
Julie M. Lane, Ed.D., associate professor of education, and Quentin Kinnsion, Ph.D., associate professor and director of the Christian Ministry and Leadership program, have published the article “Research on Inclusion and Belonging in Christian Schools” in the Spring 2020 Research in Brief published by the Association of Christian Schools International (ACSI).
Julie M. Lane, Ed.D., associate professor of education, and Quentin Kinnsion, Ph.D., associate professor and director of the Christian Ministry and Leadership program, have published the article “Research on Inclusion and Belonging in Christian Schools” in the Spring 2020 Research in Brief published by the Association of Christian Schools International (ACSI). The article is on inclusion of students with different learning abilities in Christian schools. From the article: “We operate from a belief that God invites us to participate in God’s mission of reconciliation, and one way to participate is through the welcome and inclusion of students affected by disability. Our research agenda has been driven by discovering ways in which theology, practical theory and legal requirements, and actual practice meet to create schools where inclusion takes place.”
Building a Culture of Inclusion for All Students
Cleveland County Schools in North Carolina has connected social emotional learning curriculum, the multi-tiered system of support, and mental health services to give students the opportunity to be in control.
Author: Julie M. Lane, Ed.D.
Cleveland County Schools in North Carolina has connected social emotional learning curriculum, the multi-tiered system of support, and mental health services to give students the opportunity to be in control. Through collaboration and consultation, students are learning about their own needs and those of others. This wonderful program reflects ADSE’s own commitment of helping professionals, families, community members, and children by creating a village to raise a child.
Building Social-Emotional Resilience Among Students and Staff
Parents Hold Districts Accountable
Minnesota’s Department of Education holds districts responsible for embedding Native American culture in educational curriculum. And, Native American parent committees get to determine if districts are closing the educational gap.
Author: Julie M. Lane, Ed.D.
Minnesota’s Department of Education holds districts responsible for embedding Native American culture in educational curriculum. And, Native American parent committees get to determine if districts are closing the educational gap.
A Remote Alaskan School Serving Old Believers
The article introduced me to a remote community whose ancestors fled Russia in the 17th century.
Author: Julie M. Lane, Ed.D.
When I first read the title of this article, I immediately thought of the many remote Alaskan Indian villages. No doubt this was an article of the lack of educational service for these communities. Yet, I was incredibly wrong. The article introduced me to a remote community whose ancestors fled Russia in the 17th century. I am intrigued and would love to find a way to support the community’s efforts to build a new school.
Have You Signed Up?
Disability Scoop provides teachers, special education teachers, administrators, therapists, other professionals, and most importantly, parents and caregivers with the latest news on developmental disabilities.
Author: Julie M. Lane, Ed.D.
Disability Scoop provides teachers, special education teachers, administrators, therapists, other professionals, and most importantly, parents and caregivers with the latest news on developmental disabilities. Those who do advocacy work also look to Disability Scoop for the latest news.
From the Pueblo to College: The Journey of Two Rural Students
Edweek shares the story of two Native American students who found a way to beat the odds.
Author: Julie M. Lane, Ed.D.
For rural students, attending college is less likely to happen than those educated in more urban areas. Students who are come from limited means, the likelihood of attending college is even less. Edweek shares the story of two Native American students who found a way to beat the odds.
Special Education Funding Gets Moment in Spotlight at Democratic Debate
Currently the federal government sends 15% of special education funding to each state. Will this promise every be fulfilled and the special education funding burden lifted from the states?
Author: Julie M. Lane, Ed.D.
When the Individuals with Disabilities Education Act was passed in 1975 as the Education for all Handicapped Children Act (P.L. 94-142), the federal government promised to fund 40% of special education funding. The federal government has never fulfilled this promise. Currently the federal government sends 15% of special education funding to each state. Will this promise every be fulfilled and the special education funding burden lifted from the states?
GAO Special Education: IDEA Dispute Resolution Activity in Selected States Varied Based on School Districts' Characteristics
A report form the Government Accountability Office finds rural and smaller school district parents avoid potential special education disputes. Parents express concerns about running into educators in their small communities.
Author: Julie M. Lane, Ed.D.
Special Education Dispute Report
A report from the Government Accountability Office finds rural and smaller school district parents avoid potential special education disputes. Parents express concerns about running into educators in their small communities.
International Schools in Demand
Are international schools prepared to serve those with disabilities?
Author: Julie M. Lane, Ed.D.
ICS Research News has recently shared more parents are seeking an international education for these children. Learning English, a global curriculum, and learning in a diverse environment seem to compel parents to seek international schools for their children. For those expatriates who are relocated in service of their corporations and business, the only choice is an international education. Are international schools prepared to serve those with disabilities?
How to Use IDEA 2004
Are schools in compliance? Do parents understand the changes in the law?
Author: Julie M. Lane, Ed.D.
In 2004, the Individuals with Disabilities Education Act was reauthorized. Although it was renamed the Individuals with Disabilities Improvement Act, professionals and parents alike still refer to the law as IDEA. IDEA has been reauthorized many times since its passage in 1975 as the Education of All Handicapped Children Act. One of the most needed areas to be addressed occurred with the reauthorization in 1990. Yes, the act was renamed. However, the reauthorization of 1990 finally gave parents the right to participate in the education planning for their children. Prior to that time, parents did not have the right to contribute to or participate in the Individual Education Plan development.
The reauthorization in 1997 had a substantial impact on special education services in private schools. Prior to 1997 public schools had an obligation to serve children with disabilities in their district even if those children had been placed in private schools by their parents. Now, public schools MAY provide such services at the sole discretion of the school district in which the private school is located.
The authorization of 2004 included the requirement to use Response to Intervention/Multi-tiered Support System in the identification of a child with a learning disability. The discrepancy model could still be used but not stand as definitive if a child did not qualify as having a learning disability. RtI/MTSS must then be used to determine if the child qualifies for special education services.
The attached article provides an overview of the changes in 2004. Although this was fifteen years ago, school districts and parents should revisit the changes. Are schools in compliance? Do parents understand the changes in the law?
It is hoped with the reauthorization of the Elementary and Secondary Education Act of 1964, previously No Child Left Behind Act (2001), and now Every Student Succeeds Act (2018), we will see another reauthorization of IDEA.