Extractions: This article provides tips on how to become an informed consumer of such technology, offers a parent's perspective on assistive technology, examines federal legislation, discusses effective use of technology with young children and how to integrate technology into a student's IEP, and suggests a process for funding technology. The article concludes with a list of readings and organizations that offer additional information on assistive technology. Assistive Technology Guide for Students with Learning Disabilities This guide was prepared by the Frostig Center in Pasadena, California, which is devoted to children with learning disabilities. Marshall Raskind, Ph.D., Director of Research of the Center, was the project director and primary author. Dr. Raskind is an authority on technology and learning disabilities. Assistive Technology for Individuals with Learning Disabilities
Extractions: Related Articles ... Special Education Lesson Planning Article L E S S O N P L A N N I N G A R T I C L E April is Special-Education Month. In the classroom, of course, every month is special-education month and every day is a day when special students need to be recognized, appreciated, and understood. This week, Education World brings you some of the best on-line resources for teaching students about the special needs and unique strengths of people with disabilities. Editor's note: Be sure to see this week's CURRICULUM story
Disabilities Links Summary The mission of ALOHA special TECHNOLOGY ACCESS CENTER (STAC) is to with regard to students with learning disabilities or other special needs. http://www.merrywing.com/newsites.htm
Extractions: Summary : Internet Disability Resources . This site has a great deal of information about disability resources in Australia, but also continues with information applicable world-wide. There is a list here of some general disability-related mailing lists, as well as connections to other organizations in the United States and around the world.
Extractions: San Jose State University The Asian American school-age population has increased rapidly across many parts of the country. For example, in the most populous state, California, Asian American students now constitute 10.2 percent of the K-12 population, higher even than African American enrollment (8.9 percent, Ima, 1990). Over half of all Asian youth come from homes where a primary language other than English is spoken (Chan, 1983; Olsen, 1988, 1991). Moreover, more than 18 percent of all LEP students enrolled in California came from Asian countries (California Department of Education, 1990). Unfortunately, research evidence regarding Asian American students' education needs remains scarce. Partly due to a severe shortage of Asian bilingual teachers and specialists, Asian students' special needs have yet to be appropriately addressed in both research literature and school practices. Many of these LEP students with mild disabilities do not receive federal or state mandated education or related services, such as bilingual education, speech and language therapy, or bilingual special education. For example, Chinese or Asian bilingual special education programs remain extremely limited to only a few groups of Chinese-speaking LEP students across the country. In New York City, there are only two bilingual special education programs serving junior high school students (Chiang, 1992) and only one class serving elementary students in San Francisco city schools. A majority of Chinese LEP students, once identified as having LD or other mild disabilities, will unlikely receive systematic support to learn English language and literacy skills through the use of their primary language.
Stanford Law School: Youth And Education Law Clinic - Cases Stanford Law School Home In addition, he is learning disabled and has beenin special education since the 4th grade. As he entered adolescence, http://www.law.stanford.edu/clinics/yelc/cases.html
Extractions: sidebar.makeSubmenu("admin") sidebar.makeSubmenu("alumni") sidebar.makeSubmenu("students") sidebar.makeSubmenu("admis") sidebar.makeSubmenu("clinics") sidebar.makeSubmenu("library") sidebar.makeSubmenu("programs") sidebar.makeSubmenu("pubs") sidebar.makeSubmenu("about") Overview Cases Education Law and Local Resources Faculty and Staff Contact Information Students in the Education Advocacy Clinic of the Youth and Education Law Clinic have the opportunity to represent children and youth in a variety of school-related matters. Below are summaries of some of our recent cases: Reggie Through clinic's intervention and our law student's work, Reggie is now going to an intensive therapeutic day school, which is a collaboration involving a private agency and a public school district. There he receives individual, group, and family therapy, as well as intensive special education instruction. This is a tremendous victory for a young man whose life is at a critical juncture. David is a 16-year-old product of neglect of the school system, which over the years has allowed him to slowly drop from performing at the 50th percentile on standardized tests to between the first and fifth percentiles, because of unrecognized learning disabilities. More damaging, David's school district was seeking to expel him for behavior directly related to his diagnosed emotional problems. This is when the Youth and Education Law Clinic and a clinic student got involved. David's learning disabilities and his emotional problemswhich involve disassociation in threatening situations and were well known to the schoolhave manifested themselves in the form of behavior problems, which were the basis for the district's efforts to expel him. The district would rather have washed its hands of David altogether than provide the appropriate services to help him succeed within a comprehensive high school setting.
Extractions: sidebar.makeSubmenu("admin") sidebar.makeSubmenu("alumni") sidebar.makeSubmenu("students") sidebar.makeSubmenu("admis") sidebar.makeSubmenu("clinics") sidebar.makeSubmenu("library") sidebar.makeSubmenu("programs") sidebar.makeSubmenu("pubs") sidebar.makeSubmenu("about") Overview Cases Education Law and Local Resources Faculty and Staff Contact Information Special Education Information about the Individuals with Disabilities Education Act (IDEA); free, appropriate public education (FAPE); qualifying categories of disability; the Individualized Education Program (IEP); special education services and related services; etc. Mental Health Services Information about eligibility for mental health services, types of mental health services, Chapter 26.5 referrals, mental health services available through private and public health insurance programs, etc. Bay Area Resources If, after reading this section, you believe your child needs assistance with special education services, please access the resources listed below or contact the Youth and Education Law Clinic Under the Individuals with Disabilities Education Act (IDEA), a federal law, all children with disabilities between the ages of three and twenty-one are entitled to a free, appropriate public education (FAPE), commonly know as special education. Special education is a program that provides specialized instruction for children with cognitive, physical, and emotional disabilities at no cost to the parent. A FAPE may also include the provision of related services, which are any services necessary to help the child benefit from the special education services, including transportation, mental health services, or occupational therapy.
Extractions: "I t has been frequently remarked that it seems to have been reserved to the people of this country, by their conduct and example, to decide the important question, whether societies of men are really capable or not of establishing good government from reflection and choice, or whether they are forever destined to depend for their political constitutions on accident and force." Opening remarks were given by Christopher Knauf, an attorney with the Western Law Center on Disability Rights who told the massive overflowing audience." The Disabled still have to fight for their rights that A.D.A. established for them in 1990. The Disabled should have been afforded these rights since the beginning of time."
American Red Cross- Medical Concerns Tips for People With special needs Concerns. General Information EmergencyHealth Disaster Preparedness for People With Disabilities (PDF) http://www.redcross.org/services/disaster/beprepared/mobileprogs.html
Extractions: A personal support network is made up of individuals who will check with you in an emergency to ensure you are O.K. and to give assistance if needed. This network can consist of friends, roommates, family members, relatives, personal attendants, co-workers and neighbors. Some people rely on personal assistance services (attendants). This type of assistance may not be available after a major quake. Therefore it is vital that your personal support network consist of different people than those who are your personal attendants. If you employ a personal attendant or use the services of a home health agency or other type of in-home service, discuss with these people a plan for what you will do in case of an emergency. How will you get along in an emergency for as long as 7 days? A critical element to consider in your emergency planning is the establishment of a personal support network. Even if you do not use a personal attendant, it is important to consider having a personal support network to assist you in coping with an emergency. Do not depend on any one person.
General Resources About Disabilities Information about special education and disabilities. The SonRise ProgramFor Families With special needs Children Human Rights Act - Disabilities http://curry.edschool.virginia.edu/sped/projects/ose/resources/general.html
Extractions: University of Virginia Curry School of Education Many of these sources apply to several aspects of disability or special education. We've assembled them here for folks who are seeking general (in the sense of 'generic') sources. The resources listed here are sometimes included elsewhere in our pages. If you're looking for something that you haven't found elsewhere, you should scan this list. Looking for information that used to be listed on this page? See the new sibling page, Assistive Technology NCITE , the National Center to Improve the Tools of Educators Case-Link , an interactive multi-media project about using cases on the web as a means of teaching about special education. Anyone who wants to know something about effective instruction should read Ed Anderson's paper called " Education that Works: The Child is Always Right ." It's one of many valuable resources one can find at the Cambridge Center for Behavioral Studies web site. George Klima's extensive site about the importance of effectiveness in educational reform , one of our favorite, no-nonesense places about education on the web Project EASI U.S.
Mainstreaming Students With Special Needs In Regular Classes Mainstreaming Students with special needs in Regular Classes. D., is apsychologist in private practice and director of disability services at Alliant http://www.unex.berkeley.edu/cat/course339.html
Extractions: ROD MCLEAN, M.A., is the founder of ABLE force, a disability awareness consulting agency. He has provided training, education, and resources to schools and corporations since 1979 in the area of psychological adaptation and reconstruction following life-threatening trauma. He coauthored Stroke Survivors and has written columns and related articles. Top Enroll ROD MCLEAN, M.A., is the founder of ABLE force, a disability awareness consulting agency. He has provided training, education, and resources to schools and corporations since 1979 in the area of psychological adaptation and reconstruction following life-threatening trauma. He coauthored Stroke Survivors and has written columns and related articles.
LASER LASER Home About Us Staff Contact Us LASER Collaborative Supervision of paraeducators serving students with special needs in inclusive PRISMS Pupils Reflections of Instruction in School Mathematics and Science http://www.coedu.usf.edu/LASER/RA_mini_profiles.html
Extractions: Ongoing projects related to research interests. Currently working on manuscript related to research on general education teacher implementing a peer tutoring program with EL students with disabilities. Effective instructional practices for culturally and linguistically diverse students, particularly how teaching credential candidates transform research based practices learned in program into actual classroom practice. Dr. Floyd Beachum
Special Needs Program -- Pacific School Of Dentistry developmental, and psychological disabilities and needs. special needs.The University of the Pacific s special needs Program provides dental care for http://dental.pacific.edu/PatientService/AEGD-SpecNeed-StocktonClinic/specialNee
Extractions: Dental care for people with a wide variety of medical, developmental, and psychological disabilities and needs. Special Needs The University of the Pacific's Special Needs Program provides dental care for patients with a wide variety of special needs including those individuals with significant medical problems, developmental disabilities, psychiatric disorders, people who are highly anxious about dental care, and elderly individuals. Patients can receive dental care who have special needs that include but are not limited to: developmental disabilities such as mental retardation, cerebral palsy, epilepsy, and autism; heart disease; pulmonary (lung) problems; liver and kidney diseases; neurological problems including multiple sclerosis and muscular dystrophy; organ transplantation; cancer; blood problems; immune diseases including HIV disease; Alzheimer's disease and other conditions affecting elderly individuals; dental phobia, fear, and anxiety about dental treatment; and many other conditions that can affect an individuals ability to receive dental care. Dental Treatment Option Dental treatment for individuals with the conditions described above can be provided in the school's Advanced General Dentistry Clinic. Treatment options are developed and treatment provided in a way that considers the specific abilities and needs of each individual patient. The school's clinics are wheel chair accessible. Treatment can be provided with using special medications including sedative medication. Dental treatment can also be provided in a hospital setting for those individuals with more complex situations. Hospital dentistry procedures are performed by coordinating the efforts of the patient's physician, dental faculty and residents from the school, and social workers and other personnel at local hospitals.
PHP : Should you need immediate assistance or a parentto-parent contact please phone special Education Division, california Department of Education (CDE) http://www.php.com/include/groups/showInfo.php?ID=26
Autism Residential Schools And Homes Resources for autism, developmental delay, disabilities and special education to those in need, specializing in residential and school programming for http://trainland.tripod.com/residential.htm
Extractions: Resources for autism, developmental delay, disabilities and special education residential schools and homes Alternative Living Arrangements Autism Services of Mecklenburg County (ASMC). (North Carolina) (Under the guidance of an interdisciplinary team of professionals, residents receive specialized training in communication, recreation, appropriate social behavior, self-help, and community living skills. ASMC works closely with the Charlotte TEACCH Center to provide specialized evaluations and consultation for residents with autism.) Bancroft NeuroHealth Neruobehavioral Stabilization Programs (Haddonfield New Jersey) (The Lindens Neurobehavioral Stabilization Program (children and adults This program is designed to help people with autism, brain injuries and other disabilities overcome severe behavioral problems through intensive treatment in a campus-based, secure residential setting. The Lindens combines two highly effective disciplines, behavioral anaylsis and neuropsychology to analyze and treat problem behaviors. This unique program offers a less expensive, more effective alternative to psychiatric hospitals, in a more natural, less restrictive environment. ) Boston Higashi School The International Program for Individuals with Autism (Boston Higashi School, Inc. is the international program serving children and young adults with autism. Our philosophy is based upon the world renowned tenets of Daily Life Therapy developed by the late Dr. Kiyo Kitahara of Tokyo, Japan. Dr. Kiyo Kitahara's method provides children with systematic education through group dynamics, the intermingling of academics and technology, arts, music and physical education. The goal of this educational approach is for individuals to achieve social independence and dignity, and to benefit from and contribute to society. To enhance the understanding of autism through the implementation and application of Daily Life Therapy. Further, to promote autism education and research through the Higashi Institute for Professional Development.)
Special Education - SJUSD The district has programs for any child with special needs, from birth to age 22 special Education Services to Parentally Placed Private School Students http://www.sanjuan.edu/programs/special-ed/
Extractions: The district has programs for any child with special needs, from birth to age 22. The district coordinates efforts with the County Office of Education and local agencies to seek out students with special needs. Anyone in the community who knows of a child with exceptional needs should call their neighborhood school. The Special Education Field Office can be contacted at (916) 971-7525. Parents who suspect that their child may have special needs should consult with the principal or resource specialist at the child's neighborhood school about special education and the referral process. Before a child can receive special education services, an assessment of the child's needs must be conducted with written parental consent. Staff at the school will assist the parent(s) and the student and determine whether a special education referral, assessment and/or services are necessary. To schedule an assessment, contact the resource specialist or principal at your neighborhood school or call the Special Education Field Office at (916) 971-7525. Additional resources are also available at the Sacramento Center for Assistive Technology (SCAT), a member of the Alliance for Technology Access (ATA), a national network of community based assistive technology centers operating throughout the United States.
Childcare.gov- Running A Program Aspen Education Group has a number of boarding schools and programs that specializein Office of special Education Specific Disabilities Autism Spectrum http://www.childcare.gov/dissub.pl?page=maintopic1&subpage=main1stpc7&sid=7
North County Times - North San Diego And Southwest Riverside County News Students with disabilities travel same road to college received specialeducation in california, according to the california Department of Education s http://www.nctimes.com/articles/2005/04/24/special_reports/life_times/10_08_394_
Extractions: By: AGNES DIGGS - Staff Writer Increasing numbers of students with disabilities are joining the ranks of those planning the transition from high school to colleges, universities, career and vocational schools. Their road to college is the same as everyone else's, with one difference: how they make the trip. Laws on the books prohibit schools from discriminating against students with disabilities, but it's important that they and their families realize the rules for higher learning are a whole different ball game compared with elementary and high school. "The difference between high school and college is that they (students) need to take more responsibility," said Loretta Bohl, coordinator of Disabled Student Services at MiraCosta Community College. "We help them, but we need them to take that first step and walk through our door, make contact with us. Some parents want to do it without having the student involved, but we can't do it (that way). If the student is not engaged in the whole process, it doesn't work." Bohl said being part of the planning is an important step toward independence. "We want to teach them advocacy skills, because they're going to have to learn how to advocate for themselves anyway," she said. "So we take baby steps."
Special Education Department OR special Ed 532 Seminar Individuals with Mild/Moderate Disabilities (3) SPED 430 Foundations in School Teaching (Formerly special Ed 430A) Fall 2005 http://www.fullerton.edu/catalog/academic_departments/sped.asp
Headlines Santa Clara Unified special Education Department Contacts When a student isout of school due to a prolonged illness or injury, Home/Hospital http://www.scu.k12.ca.us/educational_services/student_services_main.htm
