Communiqué Volume 49, Number 6 (March/April 2021)

Featured Article

Supporting English Learners During Virtual Learning

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. 

Multicultural Affairs

Sovereignty and Identity: Critical Issues in the Support of Indigenous Youth, Families, and Communities

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.

Student Connections

When COVID-19 Hit New York City: Experiences of First-Year Graduate Students and Recommendations for Faculty

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.

Professional Practice

The Legal Meaning of Specific Learning Disability: The Next Case Law Update

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.

Communication Matters

Eureka! The Five-Year Rehabilitation of School Psychology in the Silver State

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.


NASP Releases Federal Policy and Legislative Platform

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: