Communiqué Volume 49, Number 6 (March/April 2021)
By Lisa S. Peterson, Sofia Pham, & Marisa Solé
English learners have several strengths that lead them to success in the school system, but they also face unique challenges in our current virtual learning environment. This article describes these strengths and challenges and provides recommendations for supporting this population.
By Carol Robinson-Zañartu, Paul Dauphinais, Elvina Charley, Olivia Melroe, Sally Baas, Nora Neztsosie, Kiva Wamnuga-Win, & Erin Churchill
In this article, authors explain why understanding the multiple meanings of sovereignty and its relationship to identity is critical to supporting and advocating for Indigenous youth, families, and communities.
By Stephanie L. Gutkin, Uyen Sophie Nguyen, Jordyn Abrahams, Brittany Bucceri, Kate Bartolotta, Ying Wu, & Tamique Ridgard Peters
Students from Fordham University share their experiences during the COVID-19 pandemic and three main recommendations for faculty.
By Perry A. Zirkel
This analysis examines trends in the most recent 3.5 years of case law related to specific learning disabilities. Continuation of the trend of decisions in favor of school districts and the limited role of RTI as a decisional factor emerged as important findings.
By Katie A. Dockweiler
This article describes the efforts of the NVASP to support and amplify the voice of school psychologists in Nevada through communication, collaboration, and advocacy. Successes include improvements in salary, lower ratios, representation on leadership groups, increased training, and retention of school psychologists. Strategies used and lessons learned are shared.
By Kelly Vaillancourt Strobach
At the time this article went to press, we are only 2 weeks into the Biden Administration and 1 month into the 117th Congress. As we do each year, the National Association of School Psychologists released our Federal Public Policy and Legislative Platform.
In This Issue:
Advocacy in Action
Early Career Spotlight