Happy 11th Blogiversary!

Dear Readers,

I cannot believe that, as of May 11th, I have been writing this blog for 11 years! WOW!

Happy Blogiversary to me!


Guest Post by Bea Burgess

Dear Readers,

Today’s post is written by Bea Burgess of http://www.abclawcenter.com. I usually don’t post articles that link back to businesses, but this one was quite informative. The article is short, sweet, and to the point. I enjoyed it. Check it out, you might enjoy it, as well! Here’s the title that caught my attention-

Students with Disabilities More Likely to Be Punished in Schools- Especially If They Are Black

Recent reports have indicated that disabled students, and especially black students with disabilities, face inequitable disciplinary action in schools. Here, we’ll first discuss how schools punish students with disabilities at much higher rates than their non-disabled peers. We’ll then examine the intersectionality of disability and race as they pertain to school suspensions and lost instruction.

Across The United States, Students With Disabilities Are Disciplined InequitablyStudents with Disabilities More Likely to Be Punished in School – Especially If They Are Black

About 25 percent of students who are suspended, referred to law enforcement, or arrested while at school have a disability, even though students with disabilities comprise only about 12 percent of all public school students. The Government Accountability Office (GAO) recently reported that students with disabilities are over-represented by 13 percent for suspensions and 15.5 percent for law enforcement referrals and arrests. There was a substantial disparity in all types of public school, including charters, magnets, alternative schools, and special education programs. Affluent schools were not immune; in fact, there was an over-representation of 20 percent in suspensions (1).

A study by the U.S. Department of Education’s Office for Civil Rights revealed similar trends. They found that children with disabilities made up 28 percent of school-related arrests, 26 percent of out-of-school suspensions, and 24 percent of expulsions. Moreover, those served under the Individuals with Disabilities Education Act (IDEA) accounted for 71 percent of students restrained and 66 percent secluded. These conclusions come from a dataset that includes over 50 million students at more than 96,000 schools.

The executive director of the Council of Parent Attorneys and Advocates, Denise Marshall, told Disability Scoop that she was concerned about these findings:

“Our kids continue to be harmed by the failure of the Department (of Education) to take action to address the gross inequities and disparity in treatment. How many more generations will it take?” (2).

Racial Disparities In School Discipline And Lost Instruction

Researchers from Harvard University and UCLA recently collaborated on a study examining how lost instruction due to discipline varies based on disability and race. Their report is called “Disabling Punishment: The Need for Remedies to the Disparate Loss of Instruction Experience by Black Students with Disabilities.”

They found that black students with disabilities are suspended much more frequently than white students with disabilities – they have on average 77 more days of lost instruction. Of course, this greatly affects how much they learn.

Tomiko Brown-Nagin, director of the Charles Hamilton Houston Institute for Race & Justice at Harvard Law School, told Harvard Law Today that “Far too many school districts are punishing and pushing out black students with disabilities.”

Under IDEA, states must review racial disparities in discipline at the district level, and address the underlying issues.

The Trump administration has made moves toward rescinding certain IDEA regulations, including guidance aimed at reducing disparities in school discipline; this is what prompted the Harvard/UCLA study. Author of the Disabling Punishment report, Daniel J. Losen, told Harvard Law Today that, “We hope the information in this report will serve as a call to action to educators and advocates in every state.”

The report contains recommendations for education policymakers, civil rights advocates, teachers’ unions, and other groups involved in the education system (3).

Conclusions: An Intersectional Approach To Combating Inequality In Our Schools

The high rates of disciplinary action for students with disabilities are fairly distressing even withoutaccounting for racial differences, but when considering the intersectionality between disability and race, the numbers are even more shocking. To promote change, disability rights organizations should collaborate with racial justice advocates. The issues experienced by students with disabilities are not identical to those experienced by racial minorities, but there is certainly a lot of overlap. And for students who are disabled and black, the problem of inequitable punishment must be understood and addressed from both angles.


Here’s the link: https://www.abclawcenters.com/blog/2018/05/07/students-with-disabilities-more-likely-to-be-punished-in-schools-especially-if-they-are-black/ 

Me, As A Reporter! Part 2

Dear Readers,

Do you remember when I posted a couple of weeks ago that I can see myself as a reporter?!?! Well, that was so crazy of me to post. I thought that was a really, really lofty goal. However, I put it out there in the wind. Well, guess what? A friend of mine, Quanda, posted a job on Facebook for a reporter.



You could have knocked me over with a feather. I proceeded to apply for it and am now waiting on the response. I hope I get it. However, if I do not, then there’s another position ready and waiting for me!

As always, I’ll keep you updated!

Walking in My Power!

Dear Readers,


Here’s my post from Facebook, April 14, 2011:

This year I have learned to Accept, Embrace, & Stand. I’ve learned to accept what I cannot change; embrace the lessons I need to learn, embrace the pain, embrace what is and what is to come; stand on the promises of God, stand on my own two feet (which I didn’t know I could do), stand when I thought I would fall, just stand!

As I wrote on another post (click here), I’ve discovered that I go through the same thing around the same time of year. So, I’ve decided to read back on this blog and my Facebook page so that I can kinda’ predict what’s about to happen. It’s not foolproof, but it’s all I got right now.

As I read my Facebook memory, I began thinking about my current situation. I didn’t realize that my awakening began about 7 years ago. Currently, I’m experiencing what I wrote about in my Facebook memory to the 10th power. At that time, I had no name for what I was experiencing. I just knew that I was not doing all that I’m called to do and that I was not being my best self.


Everything began with the above quote from Marianne Williamson- “Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure.”

Can I just tell you that I am vibin’ so much with this quote!?!?

I read it over and over and over. I went to sleep and meditated on it; I woke up and meditated on it. Thinking on this quote has sent my mind into overdrive. Because of all that I’ve been experiencing, I am becoming a better version of ME. I have learned to embrace ALL of me.  Because of all of my experiences, the meditating, and thinking, right now, I’m in a growth stage. I’m prepping myself to be my best self, and am beginning to walk in my power.

I’m about to:

  • start my educational consulting firm,
  • finish up a chapter for another anthology I’m writing for,
  • finish my first book of poetry,
  • complete my children’s book- the first in the series.

In the words of Cardi B., “I make money moves!”

As always, I will keep you updated on the happenings in my life!

Bye for now!


Me, as a Reporter?!?!

Dear Readers,

I’ve been thinking about my next step once I leave the classroom. I thought about becoming a reporter; not as a mandated one, but a real-life reporter. I’d even like to do internet reporting.

If you know me, then you know that this is a big step for me because I was not allowed to ask questions as a child. My father was truly old school. He thought that kids should be seen and not heard. When my parents had company over, my siblings and I were not even allowed in the living room.

This affected so many aspects of my life. I never spoke up in class. If I had questions, I waited until after class; I always waited to speak up, never voicing my opinion, unless someone specifically asked for it; not being confident enough to make friends, etc…

Fast forward to 2018 and I am a totally different person now. I ask questions and make friends quite easily now (When I want to). It’s almost like a game. So much so, that I’ve turned meeting new people into a sort of interview process. As I was interviewing (making friends) with someone, I thought that I could totally turn this into something I’d enjoy doing.

Chalk this up to another thing I never thought I’d want to do!


CEC Shoutout!

Dear Readers,

I was wondering why my blog has had an increase in traffic. Well, the mystery has been solved. I was shouted out by The Pennsylvania Council for Exceptional Children (CEC) @ http://community.cec.sped.org/pa/home. I found the link by looking at my Referrer links.

I feel so honored!

I was also shouted out by The Edvocate in an article entitled 10 Must Read Special Education Blogs @ http://www.theedadvocate.org/10-must-read-special-education-blogs/

I feel so loved. Thanks to The Advocate & The Pennsylvania branch of the CEC!

DIGITAL VISION BOARD- My Enrichment Lesson

Dear Readers,

The teachers at my school decided to let our students have a break from the rigorous work they’re required to do in a college ready school. For the first semester, I had Homework Club, but that bored me to tears. So, I decided to have some fun. This time around I chose Arts n’ Crafts. For our first project, I wanted to have the students create a vision board, but the cost was prohibitive. The next best thing was a digital vision board. And the research began…

My research took me to a couple of sites that required some downloading and payment. Since I was not planning on paying for 25 students to use a pay site, I knew that I had to look around for a free site.

Alas, I couldn’t find one, but my husband did. He’d previously used it- PIXLR. He showed me enough to get it done, and I was off to the races.

I wrote down every step while creating my own. Satisfied with the results, I printed my results, uploaded the directions to my Google Classroom I created for the class, and prepared to teach my students how to create a digital vision board.

How’d it go? Why, thank you for asking! It went very well. Of the 25 students, 15 of them completed it within the allotted time. Others e-mailed me.

Here’s my completed digital vision board:


I played around with it a little more and learned how to create small effects around the edges of the pictures. I’m not finished yet. I’m going to create more; one for each area of my life.

If you’d like to create your own, here’s a link to the directions: https://tinyurl.com/y7pqad7v

Let me know what you think!