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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
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2007 / 2008 Resolutions
2006
All 2006 Resolutions
2005
All 2005 Resolutions
2004
Resolution on the Pennsylvania Alternate System of
Assessment (PASA) and the Individual Education Program (IEP)
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
2006 Resolutions
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.
ROSALIE DIBERT
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.
2005 Resolutions
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
PROFESSIONAL DEVELOPMENT FOR THE PARAEDUCATOR
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.
HIGH STAKES TESTING
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
RESOLUTION REGARDING THE NO CHILD LEFT BEHIND ACT OF 2001
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.
RESOLUTION SUPPORTING PROFESSIONALS SEEKING NATIONAL
BOARD CERTIFICATION
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
IN RECOGNITION OF THE CONTRIBUTIONS OF DR. GERTRUDE A. BARBER TO PACEC, THE FIELD OF
SPECIAL EDUCATION AND EXCEPTIONAL CHILDREN
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.
IN SUPPORT OF A MORE ACTIVE ROLE IN ADVOCACY
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.
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IMPACT OF HIGH-STAKES TESTING ON URBAN AND RURAL SCHOOL DISTRICTS AND STUDENTS WITH DISABILITIES
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.
IN RECOGNITION OF THE CONTRIBUTIONS OF CAROLYN BENSCOTER TO PACEC, THE FIELD OF SPECIAL EDUCATION AND
EXCEPTIONAL CHILDREN
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
Proposed Chapter 14 Regulations: Special Education Services and Programs
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.
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TED Resolution relative to Pennsylvania Chapter 354
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.
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A Resolution to Recognize Those Who Provided Special Education Services and
Support to Pennsylvania Children and Youth with Disabilities in the 20th Century
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.
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1999 Resolutions
A
RESOLUTION TO SUPPORT PROPOSED CHAPTER 14 REGULATIONS
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.
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1998 Resolutions
IN SUPPORT OF ENACTMENT OF CHAPTER 16
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.
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IN SUPPORT OF IMPROVED CONDITIONS IN EDUCATION FOR
CHILDREN WITH SPECIAL NEEDS
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.
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IN MEMORY OF OUR FRIEND AND COLLEAGUE, JOHN WILSON
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.
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1997 Resolutions
IN MEMORY OF OUR FRIEND AND COLLEAGUE, FLORENCE W.
WEED
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.
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PROFESSIONALLY RECOGNIZED SPECIAL EDUCATOR
CERTIFICATION PROGRAM
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.
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INTERIM ALTERNATIVE PLACEMENT PROGRAMS
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.
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CLARIFICATION OF IDEA ISSUES
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:
- clarify through definition in the regulations the term "general
curriculum";
- clarify in the regulations the nature and extent of general educator
participation in the IEP process;
- provide clear guidelines for states to develop "alternative statewide
assessments;
- require that SEA's include standards in state plans for interim alternative
educational programs, as well as, alternative education programs;
- clarify the implications of various state mandated "prereferral"
options related the IDEA;
Be it further resolved that PACEC expresses its strong and
continuing support of the need for the full continuum of programs.
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1996 Resolutions
SUPPORTING OF INCLUSION OF STUDENTS WITH
EXCEPTIONALITIES IN EDUCATION INITIATIVES
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
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EDUCATION FOR STUDENTS WHO ARE GIFTED, II
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
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1994 Resolutions
PROMOTING CULTURAL AWARENESS AND RESPECT OF
INDIVIDUAL DIFFERENCES
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
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PROMOTION OF INTEGRATED THERAPIES IN EDUCATION
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
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EDUCATION FOR THE GIFTED
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
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PACEC POSITION ON INCLUSION
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
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PROPOSED CHAPTER 49 CERTIFICATION CHANGES
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
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1993 Resolutions
CONTINUING PROFESSIONAL DEVELOPMENT FOR ALL
SCHOOL PERSONNEL
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
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CONTRIBUTIONS OF VARIED PROFESSIONS IN LIFE LONG
LEARNING
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
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THE ROLE OF FAMILIES IN EDUCATION
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
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RESOLUTION REGARDING THE CONTRIBUTIONS OF NANCY ANDERSON TO PACEC, THE FIELD OF SPECIAL EDUCATION AND EXCEPTIONAL CHILDREN
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
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1992 Resolutions
EQUITABLE DISTRIBUTION OF LEADERSHIP ROLES BY
ETHNICITY, GENDER, PROFESSION, DISABILITY AND GEOGRAPHY
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
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MANAGING COMMUNICABLE, CONTAGIOUS AND
INFECTIOUS DISEASES
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
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1991 Resolutions
SUPPORTING SECONDARY INSTRUCTIONAL SUPPORT TEAMS
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
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THE IMPACT OF STATE REGULATIONS AND STANDARDS
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
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SUPPORTING THE PROHIBITION OF CORPORAL PUNISHMENT
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
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EDUCATIONAL ENVIRONMENTS FOR EXCEPTIONAL
STUDENTS
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
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SPECIAL EDUCATION FUNDING
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
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1988 Resolutions
THE PROVISION OF APPROPRIATE CLASSROOM SPACE FOR ALL
PROGRAMS FOR HANDICAPPED STUDENTS IN PENNSYLVANIA
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
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1987 Resolutions
SUPPORTING THE CONTINUUM OF PROGRAM PLACEMENT
OPTIONS FOR EXCEPTIONAL CHILDREN IN PENNSYLVANIA
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
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THE INTEGRATION OF STUDENT WITH HANDICAPPING
CONDITIONS INTO REGULAR CLASSES IN PENNSYLVANIA
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
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1986 Resolutions
SUPPORTING CERTIFICATION OF TEACHERS OF GIFTED
STUDENTS
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
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