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Authors share an initial exploration of the pedagogy practiced at The Camphill School, specifically in relation to the integration of technology into its program. An approved private school situated in rural Pennsylvania, which caters to students on the autism spectrum, and others with different or additional physical and developmental disabilities, Camphill School works out of an adapted Waldorf curriculum, and integrates Waldorf Education, traditional special education strategies, and strategies informed by the curative educational approach to working with children and adolescents with intellectual disabilities and developmental delays. As a "tech-light" school, for pedagogical and therapeutic reasons, Camphill School has a pressing need to examine the current numbers of screen-based devices in the residential houses, classrooms, and therapy sessions, and the sharp increase in their presence in the last decade. This paper highlights several areas of concern related to the children's physical, and emotional wellbeing, and the wellbeing of the community in which the school is located. While research indicates a benefit to speech development for children using these devices, there are several gaps, which need to be examined, particularly for the population of children that is served. The necessity to preserve the organization's pedagogical integrity and identity as a school that provides a nurturing, natural environment for the children, while keeping abreast of trends in their professional field, leads to a series of recommendations in orienting toward the future. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the views of special education directors toward communitybased vocational instruction (CBVI). Participants included a non-proportional random sample of 47 directors from one state who completed an online or paper-based survey. Independent variables were directors' years of experience, geographic location, whether the district provided CBVI in the summer, and the curriculum of students who participated in CBVI. Data were analyzed using descriptive and inferential statistics along with a content analysis of open-ended questions. Results indicate that respondents support the use of CBVI and experience few barriers to implementation. Insufficient staff and inadequate public transportation were the highest rated barriers. Views regarding the intensity with which CBVI should be provided and the age and types of students who should receive CBVI differed from practices recommended in the field. Significant group findings were evident for the variables of years of experience and curriculum of students who participated in CBVI. [ABSTRACT FROM AUTHOR]

One of the primary challenges in developing effective accountability systems is determining how best to include students with disabilities. The purpose of this paper is to report on the initial implementation of one option for including students with disabilities into the accountability system in the United States. In 2007, federal guidance allowed states to develop an Alternate Assessment based on Modified Academic Achievement Standards (AA-MAS) for a small group of students with disabilities. An evaluation of the development and implementation of this assessment within one state, Pennsylvania, is presented. Lessons learned and recommendations are offered for educational leaders considering developing an alternate assessment as a method to include additional students with disabilities into accountability systems. [ABSTRACT FROM AUTHOR]