CALL FOR RESOLUTIONS
The membership at the Annual Membership Meeting is charged with developing resolutions on topics that influence special education. These resolutions give expressions of concern, position, interest, pride, best wishes or sympathy to the Association or CEC, as well as guide policy for the organization. If there is a particular area or issue that you feel should be included in PACEC policy, a stand that we should take or a person who should be recognized for a special contribution, take this opportunity to speak up! These resolutions, once passed, are distributed to the appropriate people in Harrisburg and Washington.
Send your ideas for new resolutions to:
Mark W. Kandel
Northeastern Educational Intermediate Unit 19
1200 Line Street
Archbald PA 18403
kandelmw@neiu.org
*2007/2008*
2006
2005
2004
Resolution on Transition of Secondary Students
Resolution on the Broad Spectrum of Disabilities
2003
Professional Development
for the Paraeducator
High Stakes Testing
2002
Resolution Regarding the No Child Left Behind Act of 2001
Resolution Supporting Professionals Seeking National Board Certification
2001
In Recognition of the Contributions of Dr.
Gertrude A. Barber to PACEC, the Field of Special
Education, and Exceptional
Children
In Support of a More Active Role in Advocacy
Impact of High-Stakes Testing on Urban and Rural
School Districts and Students with
Disabilities
In Recognition of the Contributions of Carolyn Benscoter to
PACEC, the Field of Special
Education, and Exceptional Children
2000
Proposed Chapter 14 Regulations: Special
Education Services and Programs
TED Resolution relative
to Pennsylvania Chapter 354
A Resolution to
Recognize Those Who Provided Special Education Services and Support to
Pennsylvania Children and Youth with Disabilities in the 20th Century
1999
Resolution to Support Proposed Chapter 14
Regulations
1998
In Support of Enactment of Chapter 16
In Support of Improved Conditions in Education for
Children with Special Needs
In Memory of Our Friend
and Colleague, John Wilson
1997
Resolution in Memory of Florence Weed
Professionally Recognized Special Educator
Certification Program
Interim Alternative Education
Programs
Clarification of IDEA Issues
1996
Inclusion of Students with
Exceptionalities in Education Initiatives
Education
for Students who are Gifted, II
1994
Promoting Cultural Awareness and Respect of
Individual Differences
Promotion of Integrated Therapies in Education
Education for the Gifted
PACEC Position on Inclusion
Proposed
Chapter 49 Certification Changes
1993
Continuing Professional Development for
All School Personnel
Contributions of Varied Professions in Life Long Learning
The Role of Families in Education
Resolution Regarding the Contributions of Nancy Anderson
to PACEC, the Field of Special
Education, and Exceptional Children
1992
Equitable Distribution of Leadership Roles
by Ethnicity, Gender, Profession, Disability and
Geography
Managing Communicable, Contagious and Infectious
Diseases
1991
Supporting Secondary Instructional Support
Teams
The Impact of State Regulations and Standards
Supporting the Prohibition of Corporal Punishment
Educational Environments for Exceptional Students
Special Education Funding
1988
The Provision of Appropriate Classroom Space
for All Programs for Handicapped Students in
Pennsylvania
1987
Supporting the Continuum of Program
Placement Options for Exceptional Children in
Pennsylvania
The Integration of Students with Handicapping
Conditions Into Regular Classes in
Pennsylvania
1986
Supporting Certification of Teachers of
Gifted Students
STRENGTHENING OF THE SPECIAL EDUCATION PARTNERSHIP BETWEEN THE PENNSYLVANIA DEPARTMENT OF EDUCATION AND PACEC:
Whereas, the Pennsylvania Association Council for Exceptional Children (PACEC) is the largest special education professional organization in the Commonwealth of Pennsylvania and is uniquely positioned to disseminate information and to influence policy regarding special education;
Whereas, the Pennsylvania Department of Education is responsible for providing leadership in Pennsylvania through legislative recommendations, regulation development and enforcement and provision of professional development;
Be it resolved, that PACEC acknowledges the importance of this partnership and strongly recommends that the Pennsylvania Department of Education (PDE) recognize PACEC as a well-reasoned voice attuned to the thoughts and opinions of the special education community throughout the Commonwealth.
Be it further resolved, that PDE should collaborate with PACEC in delivering resources and services on issues affecting children and youth with disabilities, their families, and professionals working with exceptional learners.
IDEIA 04 AND JAVITS GIFTED AND TALENTED PROGRAM:
Whereas, the House Appropriations Committee has voted to cut educational funding by over $400 million, cuts which reflect continued under-funding of IDEIA (40% promised in the original 1975 legislation and less than 18% appropriated for 2006-07) and which reduce funding for the Javits Gifted and Talented program (the only federally funded program supporting students with gifts and talents);
Be it resolved, that the PACEC recommends that Congress fully fund IDEIA 04 and restore the cuts made to the Javits Gifted and Talented legislation.
EVIDENCED-BASED PRACTICE AND TEACHER DISCRETION:
Whereas, the U.S. Department of Education (U.S.D.O.E.) though NCLB and IDEIA 04 requires the use of evidence-based instructional practices in the delivery of instruction;
Be it resolved, that the PACEC advocates that teacher discretion within the boundaries of evidence-based practices be established and supported by the U.S.D.O.E.
GASKINS SETTLEMENT AGREEMENT AND LRE:
Whereas, the Gaskins Settlement Agreement decision (2005) reconfirms that students with disabilities be educated in the Least Restrictive Environment (LRE) to the greatest extent possible;
Be it resolved, that the PACEC continues to firmly support the federal legislative mandate of LRE (established in 1975, continued unchanged over several reauthorizations, and supported by case law) and strongly supports the implementation of the Gaskin Settlement Agreement to the extent that it ensures that all students with disabilities be educated in the least restrictive environment with appropriate supplemental aids and services.
HURRICANE KATRINA:
Whereas, Hurricane Katrina devastated communities on the Gulf Coast and significantly impacted student with disabilities;
Be it resolved, that PACEC commends its members for financially and emotionally supporting students with disabilities in the Katrina region through a donation of $5,000 delegated between the Denham Springs/Louisiana Community Foundation and the Louisiana Council for Exceptional Children.
Whereas, Rosalie Dibert has decided to retire from her current professional position at Pittsburgh School District;
Whereas, Rosalie has been influential as a past officer in numerous positions of the Pennsylvania Association Council for Exceptional Children and current editor of the PACEC Journal;
Whereas, Rosalie has been the recipient of the national Clarissa Hug Teacher of the Year Award and remains committed to supporting current professionals;
Whereas, Rosalie has been instrumental in developing, implementing and furthering the goals and ideals of National Board certification and provides mentoring to professionals across the Commonwealth;
Whereas, Rosalie has developed and fosters the CEC Knowledge and Skills standards for teacher preparation;
Be it resolved,
that PACEC and its over 2000 members recognize her outstanding accomplishments
to the field of special education at the local, state and national level. Her
commitment to professionals will be realized throughout many careers. Such an
impact has been an outstanding influence to students and professionals.
Whereas, the Pennsylvania Council for Exceptional Children (PACEC) is the largest professional organization in the field of special education within the commonwealth, is uniquely positioned to disseminate information and influence policy in Pennsylvania regarding special education. The PACEC takes seriously its responsibility to advocate for children with exceptional needs, their parents, and teachers. We believe that we have a responsibility to strengthen our field by helping the leaders of the Pennsylvania Department of Education (PDE) and the State Board of Education define and shape its policies for certification in general and special education.
Be it resolved the PACEC strongly recommends that the Pennsylvania Department of Education examine the possible impact of the pending certification changes. Be it resolved that the PACEC is concerned with the speed in which this process is occurring. Moreover, be it resolved that the PACEC is skeptical that the proposed certification standard will lead to more highly qualified teachers or programs. In fact, we foresee specialized courses and field experiences being omitted, which may lead to less experienced and an inadequately trained workforce. Be it further resolved that it appears to our constituency (students in grades 7-12) are disregarded in the current PDE proposal. Be it resolved that the PACEC extends its concern that the decision meets the needs of all stakeholders in the best interest of all children with disabilities. Be it resolved that PACEC is concerned that a forced 4 ½ to 5 year dual certification program will result in fewer certified teachers willing to work with students with disabilities as we already are faced with nation and state-wide teacher shortages.
Whereas, Senator Specter has shown support for students with disabilities and increased funding for special education including the Hagel/Harkins Amendment to fully fund IDEA during his term in Congress.
Whereas, Senator Specter continues to work to ensure education appropriations are increased in a movement towards full funding of IDEA.
Whereas, Senator Specter was diagnosed with Hodgkin’s Disease and is currently undergoing treatment.
Be it resolved that the PACEC recognizes and commends the Senator’s ongoing work and extends our best wishes for a speedy recovery.
Whereas, Carol Dinsdale demonstrates outstanding qualities through her career in special education.
Whereas, Carol Dinsdale was honored with the Clarissa Hug Teacher of the Year 2005.
Whereas, Carol Dinsdale accepted PACEC’s invitation and sponsorship to attend the annual PACEC 2005 conference and participated by speaking and presenting a workshop.
Be it resolved the PACEC would like to honor and recognize her as an outstanding special educator and extend a welcome to her for the annual PACAC 2005 conference.
Whereas, funding for Javits Gifted and Talented students was maintained in the FY06 appropriations for one year after being removed.
Whereas Javits provides funding for gifted and talented students and is essential to the ongoing efforts of supporting the unique population of students who have gifts and talents.
Whereas the Javits program and the funding for the program is still in question for the FY06 and future appropriations.
Be it resolved that the PACEC recommends and supports the ongoing funding of the Javits Gifted and Talented Program in order to best serve this population of students.
2003 Resolutions
Whereas, PFCEC as the largest professional organization in the field of special education within the commonwealth, is uniquely positioned to disseminate information and influence policy regarding special education in Pennsylvania.
Whereas, the research has shown that the role of the paraeducator is a critical component in the delivery of services to students with special needs.
Whereas, PFCEC is in agreement with the spirit of NCLB that paraeducators who support the teaching of students who need the most academic support should have the knowledge and skills necessary to effectively teach those students.
Whereas, NCLB’s Section 1119 defines a “highly qualified” paraeducator as one who: achieves an associates degree, 48 credits or is able to pass local assessment demonstrating ability to assist in the instruction of reading and mathematics.
Whereas, it is already difficult to fill paraeducator positions even without the NCLB credential requirements as there is no substantial pool of persons who hold either an associate’s degree or 48 credits AND who want to work in Pre K-12 paraeducator instructional positions.
Whereas, a system of certification competency would be developed that would result in a required certification and maintain the population of paraeducators already in existence.
Therefore, be it resolved that PFCEC advocates that Pennsylvania’s Department of Education implement a system of career advancement to include the on going professional development and training of the paraeducator, and
Be it further resolved that PFCEC advocates for the fair compensation for the paraeducator based upon a system that would assess how the paraeducator is already performing within the classroom setting and how they could improve with the support of their district, intermediate unit, and their local union.
Be it further resolved that PFCEC advocates that Pennsylvania implement a system of career advancement to include the on going professional development and training of the paraeducator.
Whereas, the PFCEC as the largest professional organization in the field of special education within the commonwealth, is uniquely positioned to disseminate information and influence policy in Pennsylvania regarding special education.
Whereas, the process of high stakes testing adversely affects school districts, including student groups, the staff of individual schools and other educators.
Whereas, the results of high stakes testing adversely affects school districts, including student groups, the staff of individual schools and other educators.
Whereas, the publication of high stakes testing results adversely affects school districts, including student groups, the staff of individual schools and other educators.
Be it resolved that the Pennsylvania Federation Council for Exceptional Children opposes the general use of the Pennsylvania System of Statewide Assessment for identified students with special learning needs.
Be it further resolved that the Pennsylvania Federation Council for Exceptional Children advocates that the system of assessment for identified students with special learning needs be based upon the student’s Individual Education Plans.
2002 Resolutions
Whereas: The No Child
Left Behind Act was enacted in 2001 as the reauthorization of the ESEA Act of
1965.
Whereas: The No Child Left Behind Act requires increased accountability from
states, school districts, and schools,
Be it resolved that the Pennsylvania Federation Council for Exceptional Children
seeks clarification on accountability (does all mean all?).
Whereas the No Child Left Behind Act identified early intervention as critical,
Be it resolved that the Pennsylvania Federation Council for Exceptional Children
expresses its strong support in all endeavors to support early intervention.
Be it further resolved that the Pennsylvania Federation Council for Exceptional
Children supports efforts to educate stakeholders in early intervention.
Whereas: The No Child Left Behind Act requires ongoing student assessment, be
it resolved that the Pennsylvania Federation Council for Exceptional Children
supports review and revision of the current state mandated assessment tools to
assure accurate assessment of student achievement levels,
Be it further resolved that the state mandated assessment tools used and their
delivery should support instruction and student growth.
Whereas: The National
Board for Professional Teaching Standards was created in 1987 response to a
Nation at Risk and A Nation Prepared,
Whereas: The National Board for Professional Teaching Standards is an
organization of teachers and others committed to teachers who are working to
strengthen the teaching profession and to improve student learning,
Whereas: The National Board for Professional Teaching Standards is an
independent, nonprofit, nonpartisan and non-governmental organization and
receives support from foundations, corporations and from the United States
Department of Education,
Whereas: The mission of the National Board for Professional Teaching Standards
is (in part) to advance the quality of teaching and learning in all schools, and
preliminary research clearly demonstrates that students taught by National Board
Certified Teachers demonstrated a deeper understanding of he concepts that they
were taught,
Whereas: The Pennsylvania Department of Education and the Pennsylvania
Legislature have been reluctant to support or recognize Pennsylvania teacher
seeking or achieving this nationally recognized prestigious certification,
And Whereas: In Pennsylvania, over 2,100,000 children are educated by more than
118,000 teachers and only 49 of these teachers are Board Certified, and all
students in Pennsylvania deserve and need the best teachers,
Be It Resolved: That the Pennsylvania Federation Council for Exceptional
Children, will promote, support and applaud candidates for National Board
Certification and will work with the Pennsylvania legislature and the PA
Department of Education, to support and promote this opportunity for
Pennsylvania teachers and to enhance educational opportunities for all
Pennsylvania students.
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2001 Resolutions
Whereas, Gertrude Barber
devoted her life to improving the quality of life
for people with disabilities;
Whereas, Gertrude founded the Dr. Gertrude A. Barber Center in Erie, PA, in
1952, to provide special education and related services to students with
mental retardation and other disabilities;
Whereas, Gertrude, during her 48 years of service, established many
satellite sites throughout Pennsylvania, including group homes in the
Philadelphia and Pittsburgh areas;
Whereas, Gertrude demonstrated outstanding leadership as PACEC President in
1955-1956 and President of ARC of Pennsylvania in 1959-1961;
Be it Resolved, that the Pennsylvania Federation Council for Exceptional
Children offers recognition and sincere appreciation in the name of
thousands of individuals with disabilities, their families and countless
colleagues to whom Gertrude dedicated her entire life.
Whereas, the PACEC, as the largest professional organization in the field of
special education within the State, is uniquely stationed to disseminate
information and influence policy regarding special education in
Pennsylvania;
Whereas, in order to create positive and effective outcomes for children and
youth with disabilities within the Commonwealth, it will be necessary for
professionals within the field of special education to become even more
assertive advocates for these children, youth, and their families;
Be it Resolved that the Pennsylvania Federation Council for Exceptional
Children will actively pursue representation on local, state, and national
committees and other entities that will promote positive outcomes for
individuals with exceptionalities.
Whereas, in response to federal mandates for assessment of all students,
Pennsylvania has mandated standardized testing of all students in certain
grades, including those with disabilities; and
Whereas, the results of such testing may have significant impact on schools
through mandates or economic consequences; and
Whereas, the currently designated test was not developed to accommodate the
needs of the large population of students with special needs such as those
in need of learning and/or emotional supports; and
Whereas, requiring such students to participate in such tests often results
in poor performance and emotional/behavioral difficulties due to high
anxiety; and
Whereas, the currently designated alternative test likewise is not
appropriate for these students; and
Whereas, including the scores of these students will artificially depress
the composite scores of schools with a population of students in this
category resulting in the aforementioned consequences;
Be it Resolved that while the Pennsylvania Federation Council for
Exceptional Children supports the concept of testing all students, we
encourage the Pennsylvania Department of Education, in partnership with
appropriate stakeholders, to develop an alternative test or alternative test
protocol which will fairly and more accurately assess these students and
their schools.
Whereas, Carolyn Benscoter has devoted her life
to improving the quality of
life for people with disabilities;
Whereas, Carolyn, during her 20 plus years of service, utilized technology
to enhance the educational opportunities for students with disabilities;
Whereas, Carolyn demonstrated outstanding leadership as PACEC Division
Presidents of TAM and Pioneers;
Whereas, Carolyn and her husband, Dick Jeffreys, devoted many hours
coordinating registration at the Annual Pennsylvania Federation Council for
Exceptional Children State Convention;
Be it Resolved that the Pennsylvania Federation Council for Exceptional
Children offers recognition and sincere appreciation in the name of
thousands of individuals with disabilities, their families, and countless
colleagues to whom Carolyn has dedicated her life.
2000 Resolutions
Whereas, Act 212 gives parents the right to withhold eligibility information from School Age Programs on students transitioning from Early Intervention Programs;
Whereas, this lack of sharing eligibility information for a student transitioning from Early Intervention Programs into School Age Programs may result in the student not receiving a free appropriate public education (FAPE);
Furthermore, the Chapter 14 regulations require School Age Programs to engage in child find efforts;
Whereas, eligibility information on students transitioning from Early Intervention Programs to School Age Programs would aid in these child find efforts;
Be it resolved, that the Pennsylvania Federation Council For Exceptional Children (PACEC), the major professional organization of special educators, has an obligation to provide substantial input into the review of these Proposed Chapter 14 Regulations;
Be it further resolved, that PACEC reaffirms the 1999 resolution supporting changes to the Proposed Chapter 14 regulations which align Chapter 14 with Federal Guidelines;
Be it further resolved, that the proposed changes must explicitly include and fully delineate the appropriate sharing of information between Early Intervention Programs and School Age Programs necessary to protect the students right to FAPE.
Whereas, Chapter 354 which addresses the quality of teacher education candidates and programs;
Whereas, there is no scientifically rigorous empirical research evidence suggesting that the measures incorporated in the Chapter are correlates of teacher effectiveness;
Whereas, there is empirical research demonstrating correlations between teacher education programs and effective teachers other than those mandated in the Chapter;
Whereas, the Teacher Education Division of the Pennsylvania Federation of the Council for Exceptional Children does support evaluating teacher education candidates and teacher preparation programs to enhance the quality of said programs;
Whereas, this Chapter will potentially impact teacher candidates of diverse backgrounds such as low socioeconomic status, disabilities, first generation college students, and minorities;
Whereas, this Chapter will potentially impact the number of certified teacher candidates available to fill vacancies in a nationally critical need area;
Be it resolved, that the Representative Assembly of the Pennsylvania Federation of the Council for Exceptional Children does not support Chapter 354 as currently mandated. It is our belief that teacher educators and their professional organizations are in the best position to determine quality performance standards for their profession.
Whereas, as Pennsylvania Special Education is on the verge of the 21st century;
Whereas, Pennsylvanians took the lead in special education in the 20th century with the PARC vs. Commonwealth decision;
Whereas, providing public education and special education services for children and youth with disabilities has been a priority;
Whereas, administrators provided leadership and wisdom in directing programs and services for children and youth with disabilities in Pennsylvania;
Whereas, teachers provided daily instruction and guidance to children and youth with disabilities in Pennsylvania;
Whereas, parents provided the strength and fortitude to pursue a quality education for their children and youth with disabilities in Pennsylvania;
Whereas, educators' provided research and ongoing preparation of qualified individuals to teach Pennsylvania's children and youth with disabilities;
Whereas, support personnel provided the much need support to ensure a quality education for children and youth with disabilities;
Be it resolved, that the Delegate Assembly of the Pennsylvania Federation Council for Exceptional Children recognizes and honors those individuals that were and still are the foundation of special education in Pennsylvania;
Be it further resolved, that as special education in Pennsylvania enters the 21st century we will never forget those early years and those who made programs and services for exceptional children and youth possible;
Be it further resolved, as we move toward the next century that we continue to focus on the needs of the children and the creation of a society where all members are accepted for their unique abilities.
1999 Resolutions
Whereas, the Commonwealth of Pennsylvania State Board of Education currently seeks public comment regarding their "Draft Proposal to Revise Chapter 14 of Public Code: Special Education Regulations;
Whereas, the Commonwealth of Pennsylvania State Board of Education current regulations exceed federal mandates enacted in the most recent federal legislation (IDEA) governing Special Education implementation;
Whereas, the Commonwealth of Pennsylvania State Board of Education "Draft Proposal" seeks to align Commonwealth regulations with the comprehensive federal regulations (IDEA);
Whereas, the Commonwealth of Pennsylvania State Board of Education's effort may meet with resistance from a variety of special interest groups who favor increasing regulations regarding special education implementation; and
Whereas, the Pennsylvania Federation Council for Exceptional Children (PACEC) is the largest organization of special education professionals in the Commonwealth with over 2800 members;
Be it resolved, that the Pennsylvania Federation Council for Exceptional Children supports the Commonwealth of Pennsylvania State Board of Education's effort to establish regulations that align with the comprehensive federal regulations (IDEA);
Be it further resolved, that board parameters regarding treating children with developmental delays not be restricted by any limiting definitions or criteria;
Be it further resolved, that PACEC supports adoption of triennial reevaluation of eligible school-age children with disabilities, provided the PARC consent decree is maintained;
Be it further resolved, that PACEC also supports alignment to federal regulations requiring biennial reevaluations of pre-school aged children;
Be it further resolved, that PACEC supports local control over caseload maximums as recommended in case law protocol;
Be it further resolved, that PACEC supports dissolution of the appellate-level hearing officers in favor of a one-tier system that defines more precisely the power of state hearing officers or administrative law judges;
Be it further resolved, that PACEC appreciates and supports the Commonwealth of Pennsylvania State Board of Education's proposed Chapter 14 regulations.
Editor's Note: You are encouraged to copy the above resolution and mail it along with a personal comment in support to Peter Garland, PA State Board of Education, 333 Market St., Harrisburg, PA 17126.
1998 Resolutions
Whereas, the new proposed Pennsylvania State Board Chapter 16 Regulations were published on October 3, 1998 in the Pennsylvania Bulletin;
Whereas, gifted children are defined in Pennsylvania Statutes as exceptional learners who require specially designed services in order to fully develop their abilities;
Whereas, Pennsylvania has a long history of providing due process protection to gifted students;
Whereas, the proposed Chapter 16 contains no provisions for monitoring program quality;
Whereas, the proposed Chapter 16 fails to define professional practices in gifted programming and class sizes which would ensure attention to individual needs;
Be it resolved, That the Delegate Assembly of the Pennsylvania Federation Council for Exceptional Children supports enactment of Chapter 16 while encouraging action to preserve commitment to implementing and monitoring quality programming to meet the needs of individual gifted students.
Whereas, children with special needs require support for their learning, and should receive their support from educators who have been trained in professional practice standards, who support their students learning regardless of the resources or support available to them and who demonstrate a commitment to continuing their education and increasing their skills;
Whereas, educators of children with special needs often work under conditions that inhibit the use of professional practice standards;
Be it resolved, that the Delegate Assembly of the Pennsylvania Federation Council for Exceptional Children expresses strong support for improved conditions in the education of children with special needs;
Be it further resolved, that the Delegate Assembly of the Pennsylvania Federation Council of Exceptional Children expresses strong support for the work The Council for Exceptional Children is doing to improve conditions in the education of students with special needs;
Be it further resolved, that the Delegate Assembly of the Pennsylvania Federation Council for Exceptional Children expresses support for affording all educators of children with special needs the training, time, space, resources, support and respect needed to fulfill professional practice standards as established by the Council for Exceptional Children.
Whereas, John offered endless support to children with special needs;
Whereas, John offered endless support to teachers of children with special needs;
Whereas, John offered endless support to organizations on behalf of children with special needs;
Whereas, John was a well respected leader, mentor, colleague, and friend;
Whereas, John's professional life was spent working toward the benefit of children with special needs and making outstanding contributions to the field of special education;
Whereas, John provided years of active leadership and support at the local, state and national level to the Council for Exceptional Children, Pennsylvania Federation Council for Exceptional Children, Pennsylvania Student Council for Exceptional Children, the Delaware County Chapter #184 of the Council for Exceptional Children and was one of Pennsylvania's charter Pioneer Division members;
Whereas, John was committed to preserving the history and tradition of the Pennsylvania Federation Council for Exceptional Children;
Be it resolved, that the Executive Board of the Pennsylvania Federation Council for Exceptional Children offers its deepest appreciation to a friend of children with special needs and our honored colleague, John Wilson.
Be it further resolved, that the Pennsylvania Federation Council for Exceptional Children will change the name of the "Award of Excellence" to the "John Wilson Award of Excellence" beginning at the Pennsylvania Federation Council for Exceptional Children 1999 Convention. This award is given to the person or organization who has continued to strive for excellence in the area of exceptionalities. John Wilson spent the majority of his life promoting excellence for all individuals.
1997 Resolutions
Whereas, Florence tirelessly offered her encouragement and support to her students and teachers;
Whereas, Florence offered her leadership in supporting various PACEC Chapters, including the reorganized Pocono Chapter (620) of CEC as Region V Director;
Whereas, Florence helped to establish model programs and services for students with emotional disturbances, including the Alternative High School for Adolescents with Emotional Disturbance;
Whereas, Florence served actively for many years on the Pennsylvania Federation Council for Exceptional Children Executive Board;
Whereas, Florence modeled honesty, integrity, professionalism in all her endeavors;
Whereas, Florence volunteered her work and leadership to numerous organizations, including the American Association of University Women, the Sun Inn Preservation Society, Dickinson University Alumni Council, and the Children with Attention Deficit Disorder organization;
Be it resolved, that the Executive Board of the Pennsylvania Federation of the Council for Exceptional Children offers its deepest appreciation to a friend of exceptional children and our honored colleague, Florence W. Weed
You are missed Flo.
Whereas, the Commonwealth of Pennsylvania was an active force in generating the PARC Consent Decree which was instrumental in the later passage of P.L. 94-142; and
Whereas, the Pennsylvania Teacher Education Division supports the mission, training, and practices of the Council for Exceptional Children's professional standards for beginning teachers in special education; and
Whereas, Pennsylvania has consistently demonstrated its ability to produce highly trained professionals resulting in numerous recognitions such as the National Clarissa Hug Teacher of the Year, the Pennsylvania Federation Council for Exceptional Children Teacher of the Year, in addition to regional and local honors; and
Whereas, a national certification program reinforces the belief that the field of special education produces talented and qualified professionals;
Be it resolved that, the Delegate Assembly of the Pennsylvania Federation Council for Exceptional Children expresses its strong support for the Council for Exceptional Children's Professionally Recognized Special Educator certification program and encourages members to obtain this honored credential.
Whereas, the reauthorized Individuals with Disabilities Education Act in some conditions allows for the unilateral removal of students with disabilities to "interim alternative education programs";
Be it resolved that, the Delegate Assembly of the Pennsylvania Federation Council for Exceptional Children expresses the need for standards in state Chapter 14 regulations for the interim alternative education programs that are at least on par with the educational programs available in schools.
Whereas, the Congress and President of the United States have again demonstrated bipartisan goodwill toward students with disabilities through the passage of the Individuals with Disabilities Education Act (IDEA);
Be it resolved that, the Delegate Assembly of the Pennsylvania Federation of the Council for Exceptional Children expresses its gratitude to Congress and the President of the United States for their enduring efforts on behalf of the education of students with disabilities;
Be it further resolved that, the Delegate Assembly of the Pennsylvania Federation of the Council for Exceptional Children expresses the need to have the U.S. Department of Education:
Be it further resolved that PACEC expresses its strong and continuing support of the need for the full continuum of programs.
1996 Resolutions
Whereas, students with exceptionalities are entitled to a free appropriate public education and to participate fully in the opportunities provided by public schools;
Whereas, the needs of students with exceptionalities should be addressed systemically in all educational initiatives of the Administration, the of Department of Education, and the General Assembly of the Commonwealth of Pennsylvania;
Be it resolved, that the Executive Board of the Pennsylvania Federation of the Council for Exceptional Children will monitor the educational initiatives to ensure that the needs of students with exceptionalities are addressed; Be it further resolved, that the Executive Board of the Pennsylvania Federation of the Council for Exceptional Children will actively communicate the intent of this resolution to their government representatives; and, that the membership of the Pennsylvania Federation of the Council for Exceptional Children are encouraged to communicate the intent of this resolution to their governmental representatives. November 1996
Whereas, the Commonwealth of Pennsylvania historically has been a national leader in providing services to students who are gifted,
Whereas, clarifying the concepts and regulations related to students who are gifted is valid,
Whereas, the strength of the regulations for children with exceptionalities lies with safeguards encouraging the active participation of parents.
Be it resolved that any new regulations or standards should maintain at least the same level of leadership, commitment, and services that Pennsylvania has historically demonstrated toward students who are gifted. November 1996
1994 Resolutions
Whereas American Society as a whole is highly diverse and reflects the unique as well as shared histories, cultures and values of many groups represented by age, gender, religion, race, sexual orientation, ethnicity, and differing abilities, and
Whereas children and youth learn best when their educational experiences are relevant to their own personal life experiences, and when they feel valued and important as individual learners, and
Whereas it is the responsibility of the American education system to help individuals develop a positive self image as well as an appreciation of differences and diversity in others in order to become responsible, contributing members of their community,
Be It Resolved that the PACEC will work to promote cultural awareness and respect of individual differences by: - Recruiting members and leaders from diverse backgrounds and developing policies which reflect cultural awareness and appreciation throughout its organization. - Advocating for the appropriate use of validated, non-biased evaluation tools and procedures to avoid over-identification or inappropriate placement of minorities in special education programs. - Promoting instructional practices based on use of culturally diverse and anti-bias curricular materials; and, - Maintaining high standards of professional ethics which espouse respect for the individual civil rights of all children, youth and adults. November 1994
Whereas many children and youth who are identified as in need of special education services also exhibit differing abilities in communication, sensory, physical and/or adaptive domains, and
Whereas specific differing abilities in these domains often impact on an individual's overall development and ability to benefit fully from instruction or intervention alone, and
Whereas children and youth, particularly those with special needs, learn best when learning experiences are multi-sensory and linked to previous or other relevant learning through coordinated multi-disciplinary programs and approaches,
Be It Resolved that the PACEC supports the use of integrated therapies in educational programs so that speech/language pathologists, physical and occupational therapists, and other related service personnel who work with parents, students and classroom teachers to assess child needs, develop and evaluate individual service or educational programs, and routinely implement daily programs in the context of and within settings for intervention and instruction. November 1994
Whereas programming for the gifted in American education presents a "quiet crisis," and in that this term accurately reflects the fact that children and youth with gifts, despite their unique educational needs, often will not openly exhibit behaviors which create concern or elicit intervention on the part of teachers if these needs are not met, and
Whereas issues have arisen in light of the current movement toward inclusion of all children and youth in regular educational settings, including those with gifts, and as a result, responsibilities of regular classroom teachers have subsequently increased and expanded,
Be It Resolved that the PACEC will insist that Pennsylvania develop and adapt teacher training and support programs so that differentiated programming will be designed and appropriately implemented in all settings to meet the particular needs of each individual learner with gifts in every school system in our State. November 1994
Whereas inclusion has become a significant force in the educational reform movement in our state and nation, and
Whereas, in order for the unification of special and regular education in the State of Pennsylvania to create positive and effective outcomes for children and youth with differing abilities within the Commonwealth, it will be necessary for professionals within the field of special education to become even more assertive advocates for these children, youth and their families in order to assure the individual needs of all learners are met, and
Whereas, the PACEC, as the largest professional organization in the field within the State, is uniquely stationed to disseminate information and influence policy regarding special education in Pennsylvania,
Be It Resolved that PACEC will, during the 1994-95 program year: - Develop a position on inclusion within Pennsylvania by reviewing position statements previously issued by National CEC, other CEC sub-divisions and other appropriate entities; and, - Disseminate, on a regular basis through its newsletter and other appropriate means, timely information regarding quality practices for inclusive programming to its members and other organizations for regular educators. November 1994
Whereas all education personnel must be able to demonstrate competence in addressing the increasingly diverse learning needs and characteristics of children and youth, and
Whereas research has demonstrated the need for and efficacy of on-going cross- disciplinary problem-solving and teaching, and
Whereas this competency must include the ability to effectively collaborate with professional colleagues from a variety of disciplines and families, and
Whereas regular and special educators have shared as well as distinct areas of competence and skill that complement each other and enhance the learning of diverse groups of students,
Be It Resolved that the Pennsylvania Federation of the Council for Exceptional Children (PACEC) supports the following concepts related to certification contained in proposed changes to Chapter 49: - Performance-based standards - Age/developmental categories - On-going professional development and renewable certification requirements.
Be It Further Resolved that the proposed changes must explicitly include and fully delineate the professional standards for special educators before any further action or approval of Chapter 49 by the State Board of Education.
Be It Further Resolved that PACEC, as the major professional organization of special educators, has the obligation to provide substantial input into the development of these standards, and that the State Board of Education and the Department of Education have a public responsibility to seek such input from PACEC. November 1993
1993 Resolutions
Whereas the field of special education is rapidly changing and professional roles are being redefined, and
Whereas PACEC believes in the continuing professional development of administrators, teachers and other professional school personnel.
Be It Resolved that the PACEC Executive Board will strive to develop networking opportunities, collaborative efforts and information dissemination to assist in the overall professional development of its members. November 1993
Whereas learning is a life long process from... Infancy when a baby initially interacts with and bonds with a caregiver, to Early Childhood when play becomes a catalyst of growth and development, to School-Age when knowledge and skills refine the personality as well as one's abilities to live successfully, to Adulthood when life experiences continue to help one build new understandings as each new challenge arises,
Be It Resolved that the Pennsylvania Federation Council for Exceptional Children will seek to recognize, respect and educate the public about the contributions of all professions working to enhance a child's growth, development and learning over the life span, from child care providers and early interventionists to classroom teachers to vocational instructors and college professors. November 1993
Whereas one's earliest learning experiences and most critical relationships are created within families,
Be It Resolved that the Pennsylvania Federation Council for Exceptional Children will seek to understand, promote and advocate for the causes of families in our State's educational community to: Encourage the existence of effective family systems; Recognize the diversity of cultures and family values in our society; and Facilitate parent and professional partnership through community networking in our daily work with children and families. November 1993
Whereas Nancy Anderson has served as a member, innovator and leader to the Council for Exceptional Children for over twenty-five years. Tirelessly encouraging college students, teachers, administrators, psychologists, psychiatrists and social workers to heighten their level of professionalism by joining CEC, and
Whereas she established model programs for the education of socially and emotionally disturbed children. Forming Multi-disciplinary Teams, she demonstrated the effectiveness of psychotherapy and positive reinforcement for appropriate behavior as complementary intervention methods. Nancy worked tirelessly in Montgomery County, Harrisburg and Washington, D.C., and
Whereas she has demonstrated outstanding leadership as PACEC President in 1982-1983 and Governing Board Member from 1984-1988. Nancy used her fiscal management skills as treasurer of the Pioneer Division for International CEC and wrote the constitution for PACEC Pioneer Division. As an honest, articulate and committed leader, she inspired a loyal staff to achieve a higher level of professionalism, in special education, by touching the hearts of exceptional children.
Be It Resolved that the Pennsylvania Federation Council for Exceptional Children offers recognition and appreciation in the name of thousands of children, parents and countless professionals to whom Nancy has dedicated her entire life. November, 1993
1992 Resolutions
Whereas the Council for Exceptional Children reported in a survey taken that 51% of the membership was special education teachers, and
Whereas the membership across PACEC standing committees and the Executive Board is not representative in the areas of ethnicity, gender, profession, disability and geography,
Be It Resolved that the PACEC Executive Board devise a plan to improve these conditions and report to the 1993 Delegate Assembly on ways to improve the conditions listed herein. November 1992
Whereas recent public awareness of chronic infectious diseases such as hepatitis B-virus, cytomegalovirus, herpes simplex virus and HIV have raised concerns necessitating the reassessment, or at least clarification, of educational program and school policies and procedures, and
Whereas some special education personnel may come in close contact with students who may have a contagious, communicable or infectious disease, therefore
Be It Resolved that the Pennsylvania Federation Council for Exceptional Children supports the development of educational program and school policies which provide educational personnel with adequate training and protection for themselves and their families if they are exposed to such diseases through their employment and which enable educational personnel who are medically at high risk to work in environments which minimize such risk. November 1992
1991 Resolutions
The Federation recommends the immediate development of an Instructional Support Team process at the secondary level to support students who can benefit from this process. Some students require structured support throughout their school years in order to benefit from regular education programs. November 1991
The Federation urges the Secretary of Education and the Pennsylvania Department of Education to conduct an in-depth review of the impact (such as time lines, paperwork required, teachers' time away from students for the MDT/IEP process, etc.) of the implementation of the special education regulations and standards on students, parents, teachers and administrators. November 1991
The Pennsylvania Federation Council for Exceptional Children supports the prohibition of the use of corporal punishment in special education. Corporal punishment is here defined as a situation in which all of the following elements are present: An authority accuses a child of violating a rule and seeks from the child an explanation, whereupon a judgment of guilt is made, followed by physical contact and pain inflicted upon the child. The Federation finds no conditions under which corporal punishment so defined would be the treatment of choice in special education. November 1991
The Federation believes that children in need of specially designed instruction should be taught in regular classes and local schools of residence insofar as, at these locations, the students' IEP's can be implemented. The Federation also believes that the goal of educating exceptional children with non-exceptional children is desirable if the individual program is such that it will enhance the exceptional child's educational, social, emotional and vocational development. November 1991
The Federation strongly recommends that the administration and the General Assembly deal with the issue of future funding of special education as early as possible in order to assist school districts, approved private schools and intermediate units with long range planning. This funding plan should be for more than one year and must adequately meet the unique needs of exceptional students in the Commonwealth. November 1991
1988 Resolutions
Whereas programs and classes for handicapped students require appropriate space in which to function, and
Whereas present state regulations and standards do not require school districts to provide necessary and adequate classrooms for special education programs, and
Whereas many classes for handicapped students are in substandard rooms, and
Whereas each year classes for the handicapped are forced to move to other locations to allow for regular education classes,
Be It Resolved that the Pennsylvania Federation Council for Exceptional Children announces its support for state laws, regulations and standards requiring local school districts to provide adequate and appropriate class space to all special education programs. October 1988
1987 Resolutions
Whereas both Federal and State regulations regarding appropriate education for handicapped students require the maintenance of a continuum of education placement options, and
Whereas handicapped students and their parents in Pennsylvania have relied upon a wide and varied range and choice of both public and private sector placement options, and
Whereas Federal and State regulations require that special education placement decisions be based upon the unique and individual needs of each student requiring a program and related service in special education,
Be It Resolved that the Pennsylvania Federation Council for Exceptional Children announces its support to retain the choice of both public and private placements that makes available a full continuum of placement options and facilitates comprehensive and appropriate programs tailored to meet the specific needs of each handicapped student in Pennsylvania. October 1987
Whereas PACEC advocates that students with handicapping conditions should be placed in the least restrictive environment depending upon the individual needs of each student, and
Whereas the Pennsylvania Department of Education is encouraging integration of students with handicapping conditions into regular classes, and
Whereas model programs and initiatives for the integration of students with handicapping conditions have been funded by the State,
Be It Resolved that the Pennsylvania Federation Council for Exceptional Children support integration programs for students with handicapping conditions which have been thoroughly studied and have been determined to be appropriate and effective, and
Be It Further Resolved that such programs should provide the necessary special education services and support to the students, as well as to regular education personnel. October 1987
1986 Resolutions
Whereas the education of gifted students is a special area of educating exceptional students, and
Whereas teachers of the gifted require skills, education and training beyond what is required to teach regular education, and
Whereas, at present, there are no specific certification requirements to teach gifted students in Pennsylvania, except certification require to teach in basic education,
Be It Resolved that the Pennsylvania Federation Council for
Exceptional Children supports the development of a separate special certificate
to teach gifted students in Pennsylvania. October 1986