WTNH.com - Back-to-School For Your Child With Special Needs backto-school for Your Child with special needs 6, 2005) _ It s almost time for students to head back to school. One group of students needs a little http://www.wtnh.com/Global/story.asp?S=3689149
Park Hill School District - Special Services (back to top of page). The middle school special education student has access to a of special services, like all special needs students in the district. http://www.parkhill.k12.mo.us/SpecialServices/Programs.asp
WASHINGTONIAN: Special-Needs Private Schools The following schools are structured for students with special needs. Fee for service. 74 students; www.timberridge-school.org. back to top http://www.washingtonian.com/schools/private/2004/specialneedsprivate04.html
Extractions: PRIVATE SCHOOLS The following schools are structured for students with special needs. A few others locally have a special-needs component in addition to their mainstream offerings, including Annapolis Area Christian School; West Nottingham Academy in Colora, Maryland; St. Vincent Pallotti High School in Laurel; Dominion Christian School in Oakton; and Paul VI Catholic High School and St. Leo the Great School in Fairfax. Schools that accept boarding students
Special Education Services back to top. Assessment for special Education. Once the student study to students with emotional needs at their neighborhood school whenever possible. http://www.d20.co.edu/ls/ess/sped.html
Extractions: Student Study Process The Child Study process is one in which teachers, special educators, parents, and other parties come together to determine what an individual child's needs are, how he or she can best be successful, and what interventions should be implemented to ensure that success. The Child Study process in District Twenty involves the following process: A teacher, staff member or parent identifies a need of a child. The teacher tries interventions which seem the most appropriate. If these interventions are unsuccessful, or not successful to the desired extent, the teacher can bring the child before the Child Study Committee. The teacher fills out the Child Study paperwork. The committee schedules a meeting. The Child Study Committee determines what other interventions are merited, other than those which have already been tried by the teacher. Committee members contribute ideas Other sources are consulted as appropriate School resources are utilized as appropriate The committee schedules another meeting for the child after a predetermined interval.
Gault Elementary School They assist with assessments of specialneeds students, and provide information, Learn more about these opportunities at back-to-school Night. http://www.gault.santacruz.k12.ca.us/specialprog.htm
Extractions: Educational research proves that students who become literate in their first language are more successful as they being to develop English language literacy. Gault School is committed to an expanding bilingual program for our English Language Learners, begriming in kindergarten. Gault teachers are highly trained in how students acquire a second language and have been certified by the state of California to teach English Language Learners. Gault School has bilingual teachers at each grade level. Those teachers who are not bilingual provide sheltered English language instruction: that is instruction with a strong reliance on body language, expression, visual clues, and real world experiences.
SPECIAL NEEDS STUDENTS special needs students. school BUS TRANSPORTATION If necessary, your child will be taken back to the school, or to an alternate District facility if the http://www.iusd.k12.ca.us/transportation/spneedsguidelines.htm
Extractions: SPECIAL NEEDS STUDENTS SCHOOL BUS TRANSPORTATION GUIDELINES FOR PARENTS/GUARDIANS INITIATION, REINSTATEMENT, OR CHANGES IN TRANSPORTATION When a request to initiate, reinstate, or make a change in a students transportation is received by the Transportation Department, it will take approximately 5 to 7 working days for the request to be processed. Usually an existing route must be reviewed and altered, and parents of the students on that route must be contacted with time changes, etc. As soon as our department receives the request to initiate transportation for your child, a Transportation Specialist will contact you. This person will schedule a meeting with you and your child (preferably at your home) to accomplish the following: To designate a specific, safe, pick-up/drop-off location for the school bus. To obtain emergency contact information. To photograph your child for our computer data base and Transportation Identification Card. To identify any special transportation needs, such as personal protective/assistive equipment
In-Service Safety Series - Transporting Students With Special Needs students with special needs may use a variety of specialized equipment requiring to the side or back walls of the school bus; Other items may be secured http://www.nhtsa.dot.gov/people/injury/buses/UpdatedWeb/topic_9/page4.html
Extractions: IV. Specialized Equipment Students with special needs may use a variety of specialized equipment requiring special care and use One of the most challenging to transport is the wheelchair In this section, we will be discussing The types of equipment you might have to work with on a school bus The storage of special assistive devices and equipment How to handle guide dogs The impact of adverse weather on special equipments care and use Lets look at some of the equipment or assistive devices you might encounter as a school bus driver/attendant of students with special needs Group 1 Braces or crutches Walker or a wheelchair Cane Group 2 Tracheotomy tube IV or feeding tube Oxygen equipment Conventional or special child safety seat or safety vest A guide dog Lap tray Are there any other kinds of equipment that you have encountered? [Conduct discussion.] Some students have multiple disabilities and require several kinds of equipment Because they are the most complicated, the focus of our discussion will be on wheelchairs and how to load and secure them Wheelchair There are many kinds of wheelchairs They range widely in cost from hundreds of dollars to tens of thousands of dollars They have a variety of extra features Here are some examples Lap trays Forearm positioning device Tilt and recline options Various harnesses Joysticks Different head and foot rests Wheelchairs characteristics Some mobile seating devices are manufactured for transportation purposes. When they are they will have a label stating they are manufactured for transportation.
Tempe Elementary -Transportation For students who begin special needs transportation after the start of the school students who are not met will be taken back to school if the school is http://www.tempe3.k12.az.us/district/transportation/specialneeds.htm
Extractions: Students under 40 pounds generally must be transported while secured in car seats meeting federal safety standards for child safety restraint systems. The district does provide car seats for students while on the bus. Booster seats in school buses have not yet been approved by NHTSA for school buses, therefore, they are not used at Tempe Elementary. If your child is over 40 pounds, a Safety Vest may be used. Identification
Special Education As appropriate, special needs students are included in grade level classrooms. back to the top. Middle school Center program students make good use of http://www.oakland.k12.mi.us/resources/specialeducation/educator/autism/
Extractions: special education educators Oakland Schools Autism Program A word from the Dean of the Oakland Schools Autism Program Autism Support Services A categorical center program for students with Autism Spectrum Disorder, the Oakland Schools Autism Program (OSAP) is operated by Oakland Schools, the intermediate school district of Oakland County, Michigan. Students come from 28 local districts, primarily those in the southeast quadrant of the county. Classrooms are situated in K-12 school facilities in selected local districts, where students with autism have the opportunity to be educated with regular education students. Provides direct and consultative services to schools, teachers, administrators, and parents of students with Autism. Oakland Schools Autism Program staff (teachers, social workers, music therapists, art instructors, speech and language pathologists, physical education teachers, occupational therapists, and physical therapists) provide direct instruction and support to center program students. Oakland Schools Autism Program is ... A learning community providing quality individualized educational experiences within a supportive environment. The goal is to have students leave the program prepared to be contributing members of the community.
Extractions: Previous Contents Next APPENDIX 3 EARTHQUAKE CONSIDERATIONS FOR SPECIAL NEEDS STUDENTS A GUIDEBOOK FOR ARKANSAS SCHOOLS INTRODUCTION One of the segments of the school population that has been left out of the written school guidelines for earthquake preparedness has been those students with special needs. Students with diabetes, hypertension or any of the maladies that require special diets, daily periodic medications or special equipment and supplies in order to sustain life, activities, dignity or reasonable comfort have not been given adequate considerations in planning for disasters that cause isolation. What could be a mere inconvenience for able bodied students could become a major threat to the students who have special needs. It is the objective of this appendix to provide major considerations that students with special needs should have in earthquake preparedness, response and recovery planning. In some cases, such considerations could mean the difference between life and death, during and after, an earthquake. Although some of the following considerations have been provided in Sections and , it is felt that by providing all consideratiorns in this appendix it will emphasize their importance and at the same time provide a document that concentrates them for the review of school emergency planners, rather than their having to review the total "Guidebook" in order to access them.
Problems With Other Students On The Special Needs Bus? in the back to school News which is mailed to every household in the school Suspended special needs Bus students. Using public transit (at school http://www.whitebuffalopress.com/momspend.htm
Extractions: (4) The principal may determine that suspension from school may also be required. Suspension of bus privilege does not automatically suspend the child from school. The special needs student or the parents may have difficulty getting the student to school during the suspension period. Bus suspension is not the same as school suspension. A total of 10 days during any school year is the limit of school attendance suspensions before providing the special education student with alternative education as a special education student. Alternative education may be provided at another program or on another campus during a designated period when approved by the IEP committee.
AboutOurKids.org | Back To School For Kids With Special Needs back to school for Kids With special needs by Robin F. Goodman, Ph.D., ATRBC But acquainting a new middle school student to the school route, http://www.aboutourkids.org/aboutour/articles/backtoschool.html
Extractions: by Robin F. Goodman, Ph.D., A.T.R.-BC Introduction Understanding the child who is new to a school or area A parent's concern - a place to start Helping the child who is new to a school or area ... Helping the child who is precocious Introduction For some children, making the transition from summer to school requires more than having the right book bag or sneakers. When parents have particular concerns about a child advance preparation can smooth the way. This article describes some common child and family issues and offers parents suggestions for helping their kids. Back to top. A parent's concern - a place to start Not all children are excited and eager about facing the first day of school. For the child with a less confident style, a learning problem, a mental health issue, or a stressful situation at home, school may present a special challenge. Yet with proper preparation the school year can be rewarding for child, parent, and teacher. Although no parent or child wants to be labeled by a particular problem, understanding a child's unique style or situation, recognizing his or her strengths and weaknesses, anticipating potential trouble spots, and communicating with educational staff can start things off on a positive note and avoid wasted time later in the year.
PHSchool - CMP Classroom Strategies Here are specific suggestions for accommodating special needs students within a Connected Mathematics Traverse City Area Public Schools, MI. back to top http://www.phschool.com/math/cmp/special_needs_students.html
Extractions: We've redesigned PHSchool.com! To take full advantage of our improved Web site, please take a moment to upgrade your browser now. The latest versions of browsers such as Internet Explorer and can be downloaded for free from the Web. Thank you. Web Code: What is this? Here are specific suggestions for accommodating special needs students within a Connected Mathematics classroom. Using CMP with Special Needs Students De-tracking Math is Beneficial for All Students ... Source of This Information Connected Mathematics can be and has been successfully taught in classrooms in which special-needs students are included in heterogeneous classrooms. De-tracking of students offers the least restrictive environment for all students. Teaching mathematics through problems allows all students an opportunity to achieve higher levels of understanding. Students develop their understanding through group as well as individual work and benefit from conversations about the mathematics embedded in the problem and the various strategies used to solve the problem. Many of the evaluation studies on CMP have included heterogeneous classrooms. (See the Research and Awards section.)
Special Needs of all students in your classroom. Tap into all kinds of minds with these resources, chosen to meet the special needs of every student. back to Top http://teacher.scholastic.com/professional/specialneeds/
Indicator 25 (2004) Parental Choice Of Schools 1Public school choice programs allow students to enroll in another public outside their attendance area without justification based on special needs. http://nces.ed.gov/programs/coe/2004/section4/indicator25.asp
Extractions: site index ED.gov Quick Jump to: Acknowledgments Special Analyses: 2005: Mobility in the Teacher Workforce 2004: Paying for College 2002: Private Schools: A Brief Portrait 2002: Nontraditional Undergraduates 2001: Students Whose Parents Did Not Go to College 2000: Entering Kindergarten Indicator sections (select one from below): - Participation in Education - Learner Outcomes - Student Effort and Educational Progress - Contexts of Elementary and Secondary Education - Contexts of Postsecondary Education - Societal Support for Learning Glossary Bibliography Indicator 25 (2004) Next>> Parental Choice of Schools The percentage of children whose parents enrolled them in chosen public schools increased between 1993 and 2003. Differences in parents choice of public school are related to grade level, region, and race/ethnicity. Between 1993 and 2003, the percentage of students in grades 112 attending a chosen public school (a public school other than their assigned public school) increased from 11 to 15 percent, while the percentage attending assigned public schools decreased from 80 to 74 percent (see
Extractions: Skip Navigation You Are Here ENC Home ENC Features ENC Focus By Year ... Mathematics and Science for Students with Special Needs Search the Site More Options Don't lose access to ENC's web site! Beginning in August, goENC.com will showcase the best of ENC Online combined with useful new tools to save you time. Take action today purchase a school subscription through goENC.com Classroom Calendar Digital Dozen ENC Focus ... Ask ENC Explore online lesson plans, student activities, and teacher learning tools. Find detailed information about thousands of materials for K-12 math and science. Read articles about inquiry, equity, and other key topics for educators and parents. Create your learning plan, read the standards, and find tips for getting grants. More than 13 percent of all students have disabilities, and they are spending more time in regular education classrooms. This issue shares the successes of teachers who have taught in inclusive classrooms, as well as insights from teachers with disabilities. For teachers new to special education, terminology and etiquette are explored. Welcome to the electronic version of the ENC Focus issue on the topic Mathematics and Science for Students with Special Needs.
Special Education MODIFYING THE ELEMENTARY school CURRICULUM FOR students OF special needs A LIST OF Our students with special needs often excel, or just feel good about http://www.pacificnet.net/~mandel/SpecialEducation.html
Extractions: GRADES 1-8 The following are some important tips for a special ed teacher who is starting a new school year. These are primarily geared towards multi-grade Learning Handicapped, or Severely Emotionally Disturbed classrooms: As in regular ed classrooms, some bulletin boards should be reserved for the students' work, while others should cover topics that are also being covered in the curricula at that time. For example: when I work on my Ocean Unit, I put up a bulletin board with a blue backing, different sea life taped onto it, and I drape an old fishing net over it, complete with small sea shells caught inside the net. Next to this board, I have a center with many shells, complete with two books all about shells and the ocean floor. 3. CLASSROOM INTRODUCTIONS
