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University Of Arkansas - Daily Headlines schools have more options for disciplining special needs students, If heis not disabled, the school may continue educational services but is not http://dailyheadlines.uark.edu/1202.htm
Extractions: Law Professor Lays Out The ABCs For Schools Making Discipline Decisions About Children With Disabilities FAYETTEVILLE, Ark. - A seventh-grade girl throws a book across the classroom; a fifth-grade boy spills milk on a classmate at lunch for the eighth time this semester; a high school junior assaults a classmate, and school officials find a switchblade in his pocket. If these children have disabilities, do they receive different treatment than their classroom counterparts? A University of Arkansas law professor explains how school officials could handle each of these situations, if the children involved were disabled, under the 1997 amendments to the Individuals with Disabilities Education Act (IDEA). Her work appears in the current issue of the Arizona Law Review IDEA was originally designed to help identify children with disabilities and provide them access to education "so that children don't end up excluded rather than served," said Terry Seligmann, associate professor of law and director of legal research and writing. At the center of IDEA is an individual education plan (IEP) for each student, administered by a team including school officials, counselors, teachers and parents.
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Extractions: FAX 479.575.4745 urelinfo@cavern.uark.edu FOR RELEASE: Thursday, March 28, 2002 LAW PROFESSOR CITES LESSONS FROM SPECIAL EDUCATION, ARGUES FOR KEEPING AND SUPPORTING SPECIAL EDUCATION LAW FAYETTEVILLE, Ark. - As the Bush administration prepares to review the Individuals with Disabilities Education Act (IDEA), a University of Arkansas researcher argues that, despite critics' concerns, the act can be implemented effectively to address problematic issues without dismantling or cutting the program back. Terry Jean Seligmann, director of legal research and writing and associate professor of law, reports her findings in a recent issue of the Fordham Urban Law Journal. Since the implementation of IDEA, the number of children identified as having disabilities who are served through the act has increased from 3.7 million in 1976-77 to 6.1 million in 1999-2000. Today about one in ten children in public schools receives some kind of special educational services. As the number of children served by IDEA has grown, so have concerns about its efficacy. In the article, Seligmann reviewed the concerns of different constituents.
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Extractions: Test your Site for Accessibility with Cynthia Says Home About Us Donations ... Contact Our Friends Latest Links Updated National Clearinghouse on Disability and Exchange Empowering people with disabilities through international exchange and international development to achieve their human rights. MIUSA has served as the National Clearinghouse on Disability and Exchange (NCDE), a project sponsored by the Bureau of Educational and Cultural Affairs of the United States Department of State and managed by MIUSA. Updated 1/26/05 Media Movers, Inc Updated 1/26/05 National Technical Institute for the Deaf at Rochester Institute of Technology The National Technical Institute for the Deaf is the worlds first and largest technological college for students who are deaf or hard of hearing. As one of eight colleges within Rochester Institute of Technology, NTID provides excellent academic programs; outstanding access and support services; and diverse educational, social, and personal development opportunities for students. Updated 1/26/05 SSPDirect SSPDirect.com is dedicated to offering affordable products and services that make it easier to use a computer. We are currently offering a FREE large print keyboard with the purchase of AiSquared's ZoomTExt software.
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Extractions: Workshop Description This phase III workshop emphasized looking at informal education venues and discussions on how to make them more accessible to individuals with special needs. Outcomes included the development of the Exceptional Needs Working Group (ENWG) composed of educators and product developers interested in producing better NASA education materials for use in ALL learning environments, including special needs settings. This working group collaborates via listserv to share ideas, thoughts and announcements among the group.
Special Needs In arkansas, students with special needs can be homeschooled. as privateschool students for special education services in arkansas public schools. http://www.homeedonline.com/popspecial.html
Extractions: In Arkansas, students with special needs can be homeschooled. Special Education services are available on a limited basis for homeschool students with special needs. Homeschool students are given the same consideration as private school students for special education services in Arkansas public schools. These students are all placed into a lottery for available services. Because of the number of students who are placed in the lottery, there is no guarantee of individual student services. Homeschool students with special needs are required to take the Arkansas homeschool standardized tests. Each student with special needs who participates in the testing program is eligible for any or all modifications allowed by the test procedures. For more information, see our information on Arkansas Homeschool Standardized Testing Specific Special Needs Resources NATHHAN (National Challenged Homeschoolers Associated Network) is a national organization of parents who homeschool their special needs children. They publish an Internet magazine called NATHHAN NEWS. You'll find a lot of helpful information on their web site. Check out HSLDA's Special Needs section of their web site. Don't miss the links in the upper-right corner! They include: Two Steps You Can Take, Questions and Answers, and links to other special needs Organizations and Newsletters.
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Extractions: THURSDAY, July 28 (HealthDay News) States are short-sighted when it comes to protecting their children's eyesight. Only one Kentucky requires all children to receive an eye exam by an eye doctor before starting elementary school. And most other states fall far short of what's needed, according to a new report from the Vision Council of America called Making the Grade The report follows a recent U.S. Centers for Disease Control and Prevention review that found that nearly two of three children receive no preventive vision care before entering elementary school. Related Encyclopedia: Teething In Infants Growth Hormone Deficiency Rotavirus Infection Open Wounds ... Human Growth Hormone Related Drugs: Adderal XR Concerta Strattera Related Videos: Diet Makes An Impact On Adhd Lens Implant Saves Vision Brain Stimulation For Tourette Syndrome Environmental Triggers For Type 1 Diabetes ... 21st Century Kids Fight Diabetes Related Stories: Deadly Bacteria Times Its Attack Primate Gene Link Opens Up Eye Research Liquor Ads Invite Teens to the Party Kids Exposed to Pesticides on School Grounds ... Childhood Vaccination Rates Hit Record High "We were alarmed by that and decided to take a look at what policies were in place to protect children and their vision before starting school," Joe Lamountain, vice president of strategic communications for the Vision Council of America, said during a teleconference Thursday.
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Extractions: Clearinghouse on Educational Policy and Management "Search Help" Note that this is a web site search and will not search our databases ("Directory of Organizations", "In-Process Abstracts", the ERIC Database , "Publications"). Abstracts Discussion Links References ... Resources Special Education Determining Charter Schools' Responsibilities for Children with Disabilities: A Guide through the Legal Labyrinth. Abstract: Reviews legal issues pertaining to charter schools' responsibilities for children with disabilities. Examines Section 504, Americans with Disabilities Act, and Individuals with Disabilities Education Act. Discusses what special issues attach when charter schools seek to serve only or predominately children with disabilities. Explores implications of special-education law for charter-school authorizers. (Contains 114 references.) (Author/PKP)
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Extractions: School finance was once the clear and protected domain of board members and superintendents. Schools received money from state and federal governments. In some cases school boards levied local property taxes; in others, districts received tax money from county or city government. With few limitations, and most of those on federal funds, the school board then decided how the money should be spent. State authority, however, is now eclipsing local authority in school finance matters. State legislatures and the judicial system are increasingly holding the state, not local districts, accountable for an equitable and high standard of education for all children. Along with this responsibility comes state control of money and educational resources. The intensification of state authority over resources and education quality threatens to clash with America's long-standing political preferences for local government responsiveness and citizen oversight. If the trend toward state centralized financial power continues, school boards could see themselves edged out of their roles as citizen overseers of their schools. This situation did not happen overnight, of course. In the 19th and early 20th centuries, local control over schools reigned supreme. State involvement was mostly limited to building construction. With the post-World War II civil rights movement, state and federal authority over schools grew. Intervention, in the forms of judicial decisions and legislative efforts, was deemed necessary to open up public schools for all students. Racially segregated schools were struck down by
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