Extractions: Education of Children with Special Needs The National PTA believes that all children have the right to a quality public education which allows each child the opportunity to reach his or her fullest potential. The National PTA is committed to the belief that all children can learn and that school and family collaboration is essential to successful academic and developmental growth. Given this commitment, the National PTA supports a variety of public education and related support services that benefit the learning of all children. An effective program for children with disabilities should include the following components: Parent and Family Involvement School districts must inform parents of their rights under federal, state and/or local statutes and policies governing special education programs at the beginning of each school year and whenever policy changes occur. Parents of disabled children must have an active role in working with the school to develop an instructional program and/or other related services based on the needs of children with disabilities. Such a program must include the following:
New Page 1 NonPublic School - private placement of a child whose needs cannot be served by Reverse Mainstreaming - when non-disabled children go to the special http://www.fairfield.k12.ct.us/specialed/Glossary.htm
Extractions: Glossary of Special Education Terms Adaptive Physical Education (APE) - a related service; an individual program of development activities, games, sports and rhythms suited to the interests, capacities, and limitations of students with disabilities who may not safely or successfully engage in unrestricted participation in the vigorous activities of the general physical education program. Top Assessment - a collecting and brining together of information about a child's needs, which may include social, psychological, and educational evaluations used to determine his/her eligibility for special education and service needs; a process using observation, testing, and test analysis to determine an individual's strengths and weaknesses in order to plan his or her educational services. Top Assessment Team - a team of people from different backgrounds who observe and test a child to determine his or her strengths and weaknesses. Top Assistive Technology Devices - any item, piece of equipment, product, or system, that is used to increase, maintain, or improve the functional capabilities of students with disabilities. Top Child Find - a service directed by each state's Department of Education or lead agency for identifying and diagnosing unserved children with disabilities; while Child Find looks for all unserved children, it makes a special effort to identify children from birth to six years old.
Education, General And Special Boarding School for special ed/needs and learning disabilities (K12) Washington, connecticut 06793 USA; The Hadley School for the Blind http://disability-resource.com/education.html
Extractions: AE , a non-profit organization, was founded in 1978 to address the environmental issues that confront people with disabilities and elderly people. Adaptive Environments promotes accessibility as well as universal design through education programs, technical assistance publications and design advocacy. The nation's umbrella higher education association, is dedicated to the belief that equal educational opportunity and a strong higher education system are essential cornerstones of a democratic society. ACE is a forum for the discussion of major issues related to higher education and its potential to contribute to the quality of American life.
CPAC :: Upcoming Events with Aspergers Syndrome and other special needs and their whole families. Please join the connecticut Parent Advocacy Center (CPAC) and The Family http://www.cpacinc.org/events.htm
Extractions: Professional Development Center Professional Development Opportunity Center Archives: ... Special Ed / Guidance Curriculum Article C U R R I C U L U M A R T I C L E Making It Work "Successful inclusive classrooms accommodate children with a wide range of intellectual and emotional developments, learning styles, and capabilities," said Kean University special education professor Art Shapiro. Today, in part 2 of "Special Education Inclusion: Making It Work," Education World writer Wesley Sharpe, Ed.D., examines ways of organizing inclusive classes and the demands inclusion places on teachers. Included: Three models of successful inclusion!
LD OnLine - Gifted / LD As a result, children with special needs that result from both their high abilities 12 Gifted and Learning disabled? It Is Possible! by Lynda Conover http://www.ldonline.org/article.php?id=0&loc=24
Afterschool Alliance For students with special needs, afterschool programs also provide a level of 5Central connecticut Arc, Inc., CCArc Offers An After School Program for http://www.afterschoolalliance.org/issue_needs.cfm
NICHCY: Parenting A Child With Special Needs - Resources I wish Dreams and realities of parenting a special needs child. No easyanswers The learning disabled child at home and at school (Rev. ed.). http://www.kidsource.com/NICHCY/parenting.disab.all.4.6.html
Extractions: The publications and organizations listed below, as well as the resources listed throughout this News Digest, are only a few of the many that can provide information to parents and families about issues related to disability. Additional support is also available from state and local parent groups, as well as from state and local affiliates of many major disability organizations. To help you obtain documents listed in this issue, you will find the names, addresses, and telephone numbers of publishers at the end of this publication. The publisher's name generally appears in the final position in the citation to illustrate, in the example citation below, the publisher is Woodbine House. Example: Sweeney, W. (in press). The special-needs reading list: An annotated guide to the best publications for parents and professionals. Bethesda, MD: Woodbine House.
Pupil Personnel Services Stratford Public Schools 1000 East An integral part of our school district is providing all disabled students Each disabled child receiving special education service is provided with an http://www.stratford.k12.ct.us/district_programs/pupil_services_/
Extractions: Pupil Personnel Services under the direction of John Panagrossi, Director of Pupil Personnel Services, provides a wide range of support services for the Stratford School System. These services are delivered through the following departments and programs: Special Education; Pupil Services; Guidance Services; Health Services; Early Learning Services; Alternative Learning Program Honoring Achievement (A.L.P.H.A.); and, Homebound Instruction . Mr. Panagrossi is assisted by Ellen Michaels, Coordinator of Special Education, Megan Clarke, Coordinator of Pupil Services, Wayne Theriault, Coordinator of Alternative Services - A.L.P.H.A., Kathryn Parent, Early Learning Services Team Leader, and Susan Cannon, Department Head for Out-Placement Services. A MESSAGE FROM THE DIRECTOR ...
Ct4specialed.htm With special education services, you, the parent, can make sure that your child is Under connecticut law, a school needs to explore and provide regular http://www.ptla.org/ptlasite/quinnehtukqut/ct4specialed.htm
Extractions: Winter 1999 Special Education Services Provide an Important Step in Educating Disabled Children by Anne Louise Blanchard, Esq. Anne Louise Blanchard is an attorney with Connecticut Legal Services in Willimantic. This is a response to an article appearing in the Summer, 1998, edition of this Newsletter regarding special education . The article seemed to encourage parents to view special education as a last resort for their children. In fact, special education is an important step in providing appropriate education for a disabled child. Early intervention can be critically important for a child with special needs. If your child is being evaluated or identified for special education services, you have tremendous legal rights. With special education services, you, the parent, can make sure that your child is offered the right educational program. You do not have the same amount of influence in a regular program. Under Connecticut law, a school needs to explore and provide regular education intervention services to children who may need extra help. In addition, the law requires a school to refer a child promptly to a special education planning and placement team meeting (PPT) when the child has been suspended repeatedly or has shown unsatisfactory behavior, attendance, or progress in school.
Resource Room:Gifted/LD and supportive email list for families with gifted/special needs children . Gifted and Learning disabled Twice Exceptional Students, Dawn Beckley, http://www.resourceroom.net/gtld/index.asp
Extractions: Home Some of these sites, especially those by private organizations, start out with their own specific definition/conception of "gifted/LD." The Resource Room cannot vouch for the accuracy/validity of their views. I've tried to get various perspectives so that you can decide what's useful for your situation.
Special Education MODIFYING THE ELEMENTARY SCHOOL CURRICULUM FOR STUDENTS OF special needs A Most learning disabled students need strong Language Arts and Math programs. http://www.pacificnet.net/~mandel/SpecialEducation.html
Extractions: EDITOR'S NOTE: Normally I do not run "articles" on this site. however, this is an excellent piece, and a subject which is becoming increasingly important to Special Education teachers. S. Mandel TEACHING KIDS WITH ASPERGER SYNDROME FOR THE FIRST TIME GRADES: K-12 You're a teacher. You've just found out that you're going to have a student with Asperger Syndrome (AS) in class this year. You're in for an interesting year. And that's not coded language for "brace yourself." It's a real-life perspective that teaching a child with AS often gives you as many opportunities as challenges. First, the nuts and bolts stuff. Asperger Syndrome is a neurobiological disorder on the higher functioning end of the autism spectrum. It's an increasingly common diagnosis and many kids with AS are in regular school classes. That's really the bottom line for you: finding ways to make the year a good experience for every child in the room, including the one with AS and, of course, for you. You can't discount your needs in the process. So let's make them a priority, too. First, you may want to learn a bit more about Asperger Syndrome. One of the most user-friendly sources is the
Special Needs Links KidPower Family Support Resource, Inc. special needs Links provides links todisability connecticut Report on special Education and Pupil Services http://www.kid-power.org/links.html
Extractions: KidPower Home Page Alternative Therapies Awards BookStore CPKids Conductive Education Centers Contact Us Diagnostic Definitions Doctor/Therapist Listing Equipment Recommendations Explanation of Doctor/Therapist Specialties HBO Centers Hints From Home Infant Development/Types of CP Information Share Kids At Play Kyle's Friends Kyle's Story Members Members Meet Seizure Disorder Information Sensory Integration Dysfunction Siblings Site Credits Special Needs Abbreviations Special Needs Links State/National Resources Vaccination Information WebRings Index Young Artist's Gallery ACCESSIBLE/ADAPTIVE HOUSING Accessible Housing Designs and Modifications
Extractions: TOOLS About Us Calendar Discussion Boards Expert Chats Innovation Awards Multimedia Top News Stories Innovators Insights Newsletter TOPICS All Topics Criminal Justice and Public Safety Economic and Community Development Education and Training Alternative Schools College Preparatory Programs Environmental Education Higher Education Pre-School Education School Administration School Social Service School Violence Special Needs Vocational Education Environment and Natural Resources Finance Governance and Politics Health and Social Services Organizational Management Public Infrastructure Technology THEMES All Themes Accountability Collaboration Efficiency Participation Social Justice SPECIAL-NEEDS STUDENTS TO MIX IN; FALL CLASSES OPEN TO `MAINSTREAMING' RACHEL GOTTLIEB; Courant Staff Writer
Government Innovators Network: Topic: Special Needs Housing Unit Accessible to disabled Persons in Housing Sites of Social 2005 International Conference on special needs Offenders Beyond the Next http://www.innovations.harvard.edu/topic.html?c=37
IMLS: A Closer Look: Highlights Of The Month: Archives Libraries Breaking Down Barriers for special needs Patrons Other librarieshave thoughtful programs to help the disabled and the mentally handicapped http://www.imls.gov/closer/archive/hlt_l0301.htm
Extractions: The life-size "Kids on the Block" puppets come with personal stories that are used to teach children about disabilities. From left to right: On the table: Eddy Franklin, Joanne Spinoza, and David Franklin (autism). On the floor: Nicholas Murphy (hemophilia) and Renaldo Rodriguez (visually impaired). Data collected by the U.S. Bureau of the Census suggest that as many as 20 percent of the American population live with some level of disability and as many as 10 percent have a severe disability. These Americans rely on libraries to provide a range of materials and services to help them meet their information needs. Traditional offerings such as adaptive technology, large print books, books on tape, and books-by-mail are a staple at many libraries. Other libraries have thoughtful programs to help the disabled and the mentally handicapped overcome more basic challenges of self-esteem and integration into everyday society.
July 2005 completed a study on programs for gifted and talented students in Connecticutelementary schools. They have special needs, as well, Gannon says. http://www.southernct.edu/faculty/paffairs/news/?file=index.inc&action=view&id=5
Southern Connecticut State University Graduate Studies SED 560 Planning for Individuals with special needs skills for working withschool staff and parents in providing services for special needs students. http://www.southernct.edu/departments/graduatestudies/gpofferingsSed.php3
Extractions: (This information is updated as needed and does not reflect the current, published Graduate Catalog. A new edition of the Graduate Catalog is printed annually in April.) BRUCKER, PAMELA O., Chairperson, Associate Professor; B.A., M.S., Sixth Year Certificate, Southern Connecticut State University; Ed.D., University of Sarasota. Tel. (203) 392-5938. MAJOR, PATRICIA, Graduate Coordinator, Professor; B.A., University of Michigan; M.A., New York University; Ph.D., Fordham University OLSHIN, GEORGE M., Professor; B.A., M.S., City College of New York; Ed.D., University of Georgia PERRAS, DONALD F., Associate Professor; B.S., University of Bridgeport; M.A., Fairfield University; Ph.D., George Peabody College ROSCOW, MARAVENE T., Professor, B.A., Duke University; M.S., Sixth Year Diploma, Southern Connecticut State University; M.A., Ph.D., Columbia University. SALTMAN, JOYCE, Professor, B.A., Brooklyn College; M.S., Hunter College; M.S., Sixth Year Diploma, Southern Connecticut State University; Ed.D., Columbia University. SWERLING, LOUISE,
