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Position and Issue Papers of the Division on Autism and Developmental Disabilities

One of the responsibilities of the Board of Directors of the Division on Autism and Developmental Disabilities of CEC is to provide a forum for its members to discuss critical issues impacting the field and to take positions on such issues. DADD’s Critical Issues Committee is the vehicle within the Division for discussing and developing critical issue and position papers. The steps for participating in the critical issues process is as follows:

  1. Any member of the Division may pose a critical issue or position statement to be considered by the committee – all topics should be sent to in the form of a title and a brief paragraph describing the issue or position to be developed.
  2. The topic will be reviewed by the committee and approval/disapproval will be provided to further develop the topic into an issue or position paper (five to ten pages describing background or rationale for the issue, the nature of the issue, why the issue is of importance to the membership or the field, and solutions or a position regarding the issue.
  3. The full paper will be further reviewed by the committee and the board and approved or disapproved. With approval an abstract of the paper will be published to the membership in the DADD Express and the full paper will be posted on the DADD web site.
  4. With publication on the web site the author further has the opportunity of expanding the paper for review and possible publication in the division journal, ETADD.

If you have an idea for a critical issue or position that you believe would be appropriate for consideration by DADD’s Critical Issues Committee, please contact Committee Chair Emily Bouck

Browse Position Papers and Info Briefs
2007 - Supporting Students with Significant Developmental Disabilities to Access the General Education Curriculum
With the passage of the No Child Left Behind Act (NCLB) and the reauthorization of the Individuals with Disabilities in Education Act (IDEA, 2004), the focus in special education is in two areas: 1) college preparatory curriculum, and 2) general education standards. NCLB mandates that all programs for students with special needs include the same courses as that for students without special needs.
2007 - No Child Left Behind: Issues of Assessing Students with the Most Significant Cognitive Disabilities
This DDD position paper will address a number of issues related to statewide assessments used to evaluate students with the most significant cognitive disabilities.
2007 - Division of Developmental Disabilities Issue Brief on Diversity
Given the importance of diversity as a part of “our everyday reality” and the increasing pressure to address diversity issues in the context of globalization, this Brief provides the membership a forum to discuss diversity and opportunities to problem solve the issues that have been identified in this Brief.
2006 - DDD Position Paper on Alternative Routes to Certification
Currently, the nation is experiencing a critical shortage of special education teachers (Rosenberg & Sindelar, 2001). The traditional route for teacher preparation, pursued through university and college education programs, has been unsuccessful in supplying program graduates to meet the demand.
2005 - Critical Issue: Sexuality and Individuals with Developmental Disabilities
When people with developmental disabilities are denied sexuality education, they are at risk suffer sexual abuse, inappropriate sexual behavior, and unsatisfactory social relationships. By providing a well thought out sexuality curriculum, persons with developmental disabilities can realize such important experiences as childbirth and marriage with greater success.
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