Julie Childs - JUR Paper In the 1970 s children with special needs began to be integrated into regular and has improved some aspects of schooling for special needs students. http://www.clas.ufl.edu/jur/200012/papers/paper_childs.html
Extractions: The investigation conducted by Griffith (1996) represents a notable exception to this trend. In the most comprehensive study of educational satisfaction to date, Griffith (1996) found that school climate was the single greatest factor in educational satisfaction. Parents who felt informed were also more likely to express satisfaction with their children's education, while empowerment was a moderate predictor. Level of involvement was found to have a negative impact upon educational satisfaction. While scant research exists on parental satisfaction with educational arrangements, even less has been done to explore the specific needs and concerns of parents with disabled children. Indeed, only a small fraction of funds allocated to educate children with disabilities is devoted to research on educational outcomes of these programs (Department of Education, 2000). The purpose of this research is to gather in-depth information about parental perceptions of educational arrangements of children with special needs. Since special education serves a wide spectrum of children, the focus of this study will be limited to parents of children with Down Syndrome (DS).
The Ripple Effect Newsletter Number 25--Fall 2004 Roll the Dice with special needs students. In one of the schools we can not get into the gym for the first ten minutes, so I do the listening circle in http://www.neiu.edu/~team/ripple/2004/kyle.htm
Extractions: Teambuilding activities can bring smiles and success to all students! As an Adapted Physical Education Consultant, I recently had the opportunity to teach teambuilding activities to my students with disabilities from the far south side of Chicago. The unit was planned for a one month activity and turned into a three month unit that could have gone through the remainder of the school year. The two classes I chose to start this unit were middle school aged students. One class was a smaller class of ten students which included one student with autism. The other class was a class of twenty, with several students with behavior disorders. Both classes had physical education once a week for a forty minute class period. The students do not change for P.E. with me, so we had the full forty minutes class time. In one of the schools we can not get into the gym for the first ten minutes, so I do the listening circle in the room. The activities I was able to cover during the month of February were Moon Ball, Grand Prix, Human Camera, Oh Johnny, 5 Partners, and Trust Lean. The contract I chose to use with these students with disabilities was a three finger contract. Each finger represented a concept: safety, respect, and to try. When the contract was first discussed on the first day, a student with behavior disorders did not want to commit using the high five slap. I responded by saying it was OK, but he had to come to the gym with us (teachers planning time) and sit on the stage. I also said that if he wanted to join us, he would have to commit by doing the high five slap to the entire class as we had done. He was satisfied with this and waited about five minutes once we got into the gym, and then he jumped off the stage, slapping high fives to everyone in the class.
Orbit Magazine: OISE/UT's Magazine For Schools We went back into role as the staff of the school where Slake was last seen. I believe that we need to provide opportunities for students to engage in http://www.oise.utoronto.ca/orbit/arts_in_education_sample.html
Teachers-special Education When students need special accommodations in order to take a test, Some schools offer yearround education for special education students, http://www.bls.gov/oco/ocos070.htm
Extractions: Nature of the Work About this section Back to Top Special education teachers work with children and youths who have a variety of disabilities. A small number of special education teachers work with students with mental retardation or autism, primarily teaching them life skills and basic literacy. However, the majority of special education teachers work with children with mild to moderate disabilities, using the general education curriculum, or modifying it, to meet the childs individual needs. Most special education teachers instruct students at the elementary, middle, and secondary school level, although some teachers work with infants and toddlers. The various types of disabilities that qualify individuals for special education programs include specific learning disabilities, speech or language impairments, mental retardation, emotional disturbance, multiple disabilities, hearing impairments, orthopedic impairments, visual impairments, autism, combined deafness and blindness, traumatic brain injury, and other health impairments. Students are classified under one of the categories, and special education teachers are prepared to work with specific groups. Early identification of a child with special needs is an important part of a special education teachers job. Early intervention is essential in educating children with disabilities.
MY TEACHERS PAGE This site is from the special needs Education (SNE) project, an Internet service providing resources for parents, teachers, schools, and other professionals http://www.eagle.ca/~matink/teacher.html
Extractions: Just For Kids ... Themes During the year, I will be adding resources for teachers to this site. These resources will be teaching tools and topics that will cover many facets of education. If you have additional sites that you have found to be useful or any topics that you would like me to research and display the results here, please use the handy e-mail link to send them to me. I would also appreciate you letting me know if any of the listed links are no longer active in order for me to keep these pages as up-to-date as possible. Special Education General Special Education Sites Attention Deficit Disorder Behaviour Exceptionalities Communication Learning Disabled ... Holidays Page Special Education - BC - On-line Documents
Back To School Tech Guide back TO school. Laptops Today s notebook computers are so muscular, With highdef displays selling for under $600, there s no need to take up precious http://www.businessweek.com/magazine/content/05_32/b3946014.htm
Financial Aid Reentry, non-traditional and adult students returning to college. 89 page special report that provides information on scholarships, grants, http://www.back2college.com/library/finad.htm
BBC NEWS | Education | Fall In Special Needs Statements The number of children with statements of special needs in England s schools I found it interesting that the number of children in special schools has http://news.bbc.co.uk/1/hi/education/4727851.stm
Extractions: Talk ... Newswatch Last Updated: Friday, 29 July 2005, 15:34 GMT 16:34 UK E-mail this to a friend Printable version Fall in special needs statements The number of children with statements has fallen The number of children with statements of special needs in England's schools has fallen to a five-year low. But there has been an increase in the number and proportion of children who have learning difficulties but no statement of special needs. Campaigners say many councils are unwilling to "statement" pupils because of the legal entitlement and possible extra costs that brings. Despite recent complaints about closures of special schools, there has been a slight increase in the proportion of children with statements attending them. 'Funding implications' Government figures show that the number of children with statements of special education needs (SEN) hit a five-year low in January. A total of 242,600 such children were listed in all schools, that is 2.9% of the total number of pupils. In January 2003, the total was 250,000 and the proportion 3.0%.
