Council Of State Governments - Eastern Regional Conference protections for specialneeds children and the lack of federal funding. Lawsuits against school districts on behalf of disabled students will be a http://www.csgeast.org/page.asp?id=weeklynewsbulletin51
Special When teaching special needs students, we must search for the best way to instruct Many learningdisabled students have difficulty focusing on tasks and http://www.acu.edu/~armstrongl/geography/spec.htm
Mainstreaming In Public Schools Mainstreaming in Public schools. Effects on disabled and Nondisabled Children Teachers without formal training in special education may need special http://www.babyzone.com/features/content/display.asp?TopicID=9187&ContentID=1151
Iahp.org : | : Mentally Retarded/Special Needs Mentally Retarded or special needs are not diagnoses but rather mental retardation research connecticut department of mental retardation mental http://www.iahp.org/Mentally.138.0.html
Extractions: Send Page to A Friend Print Page Questions? Call: (215) 233-2050, our email is institutes@iahp.org Request Information About Brain Injury Programs for Brain-Injured Children What To Do About Your Brain-Injured Child Course ... The Institutes Developmental Profile Parents from around the world have helped their children labeled as "Mentally Retarded" or "Special Needs" to move along the path to wellness. Using the programs developed by The Institutes, children diagnosed as special needs or placed in special education classes have been able to improve function and, in many cases, perform at peer level-and above. The Institutes offers a comprehensive program that focuses on neurological growth and development. Our goal is intellectual, physical, physiological, and social growth towards excellence for each child. The best way for parents to learn about The Institutes program is to attend the What To Do About Your Brain-Injured Child Course . This is a five-day intensive course for the parents of brain-injured children. The objective of the course is to teach parents about the field of child brain development so that they may use that knowledge to give their children the opportunity to achieve wellness.
Group Homes, Housing, Residential Schools & Other Links Camphill special schools Residential school for children 5-19 years. special needs Trusts Email List - Milton Blackstone, Listowner. http://www.geocities.com/Heartland/Woods/2869/links.html
Extractions: The following links aren't just for autism, but rather provide information on the topics of housing, independent living for all disabled persons, special needs trusts, etc. Most of these links lead to pages outside of this website, so please bookmark this page before leaving. You can also return here by clicking on your browser's back button. Listing of a residential site or school does not constitute endorsement C A N A D A Vancouver Island Autistic Homes Society L'Arche is an international federation of communities in which people with an intellectual disability and those who chose to join them live, work and share their lives together in an atmosphere of trust, friendship, belonging and forgiveness. (Canada, Australia, Belgium and other countries worldwide) U N I T E D K I N G D O M have come together to pioneer an exciting new service for people with autism. Adult Placement Services will provide caring homes for autistic people with experienced, trained and skilled Carers and families in the community. Devon Cornwall Autistic Community Trust - The DCACT is a Registered Charity and a non-profit making Limited Company formed in 1982. Since that time the organisation has grown to establish itself as one of the country's (UK) leading service providers for people with Autistic Spectrum Disorders (ASD). Now with a reputation for delivering an extensive range of very high quality services to people of all ages the DCACT continues to work towards the day when all people with ASD have their individual needs met with appropriate services.
Organizations Serving Persons With Visual Impairments (new address)Arizona State schools for the Deaf and the Blind in Tucson are the Blind The BCAB promotes the special needs and interests of the visually http://www.nyise.org/orgs.htm
Extractions: Established in 1858, AIDB operates four accredited instructional programs and an award winning manufacturing complex in Talladega, Alabama and a statewide network of regional centers. The site now includes a forum page for people who are blind, tours of Alabama School for the Blind, links to student-created websites, and will soon include access to the Alabama Instructional Resource Center for the Blind and the Subregional Library for the Blind and Physically Handicapped. The Alphabet House is a regional developmental center for infants and children birth to six who are medically fragile and developmentally delayed in Oregon. American Council of the Blind general information including recent issues of The Braille Forum (Washington, DC). Go here for a list of
Extractions: Established in 1858, AIDB operates four accredited instructional programs and an award winning manufacturing complex in Talladega, Alabama and a statewide network of regional centers. The site now includes a forum page for people who are blind, tours of Alabama School for the Blind, links to student-created websites, and will soon include access to the Alabama Instructional Resource Center for the Blind and the Subregional Library for the Blind and Physically Handicapped. The Alphabet House is a regional developmental center for infants and children birth to six who are medically fragile and developmentally delayed in Oregon. American Council of the Blind general information including recent issues of The Braille Forum (Washington, DC). Go here for a list of ACB Affiliated Organizations American Foundation for the Blind (AFB), a U.S. nonprofit organization enabling blind or visually impaired people to achieve equality and access. Provides information and referrals about living with visual impairment. Helen Keller devoted over 40 years of her life to AFB.
Policy Update: Special Education Reform Hearing not completing school or performing at levels near their nondisabled peers . Charlie Norwood (R-GA) that would allow special needs students to be http://www.connsensebulletin.com/up42402.html
Extractions: Changes Needed to Help Teachers, Ensure Children with Disabilities Aren't Left Behind April 18, 2002 - House Republican education committee leaders have announced an ambitious series of hearings on improving the Individuals with Disabilities Education Act (IDEA), the federal special education law intended to ensure that every student with special needs receives access to a high-quality education. The hearings, which begin April 18th, will lay the groundwork for reform and reauthorization of IDEA, which House Republicans hope to pass through Congress this year. The announcement comes just weeks after House passage of a GOP budget blueprint for FY2003 that includes a $1 billion increase in funding for IDEA - as requested by President George W. Bush - and calls for full-funding of IDEA within 10 years. House Democrats did not offer a budget of their own.
Connecticut Yellow Pages For Kids With Disabilities If you have a dispute with the school about your child s special education Center for Children with special Health Care needs connecticut Children s http://www.yellowpagesforkids.com/help/ct.htm
Extractions: Select a State . . . State flyers Alabama Alaska American Samoa Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Guam Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Puerto Rico Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Virgin Islands Washington West Virginia Wisconsin Wyoming Northern Mariana Islands List of All States Disability Organiztions Legal and Advocacy State DOEs International PTI's From The Yellow Pages Home
Extractions: Equal Protection This edition of Bill of Rights in Action focuses on new claims for equal protection under the law. The first article traces how the U.S. military has opened the way for excluded groups to gain equal protection under the law in American society and the new claims women and homosexuals are making on it. The second article looks at the issue of mainstreaming special-needs students. The third article focuses on the debate in Romer v. Evans , the 1996 Supreme Court case decision on the right of gay people to equal protection. U.S. History : Equal Opportunity in the Military
Extractions: Over 10 percent of Home School Legal Defense Association member families are teaching a child with special learning needs, and the number continues to grow. What does a parent do when his child needs extra help, a different approach, or special equipment to be able to learn? What if these services are not accessible through the private sector, and then denied by the public school? In order to clarify the law for our families throughout the country who need these services, but have been denied, Home School Legal Defense Association filed suit on behalf of several families. We filed in Connecticut when 9-year-old Kaitlyn Gallagher was denied $10,000 of specialized equipment for the blind, in New Jersey when 6-year-old Gregory Forstrom was denied speech therapy, and in Nevada when 9-year-old Christopher Hooks was denied speech therapy.
The Math Forum - Math Library - Disabled/Challenged This page contains sites relating to disabled/Challenged. Publishers ofeducational software, focusing on special needs software for Windows and http://mathforum.org/library/ed_topics/contexts_disabled/
Extractions: Equal access to software and information: an NSF-sponsored project to collect and disseminate information on tools that make these fields more accessible to professionals with disabilities. Online workshops, Webcasts, links to programs for the visually impaired, those with learning disabilities, the hard-of-hearing, social barriers to SEM access, resources for tactile graphics/three-dimensional models, etc. more>> Equal Access to Software and Information (EASI) An affiliate of the Association for the Advancement of Higher Education dedicated to disseminating up-to-date information about providing equal access to computing and information technology for persons with disabilities. E-mail Workshops, on-site seminars on Adaptive Computing, and assistance in making information technology accessible with the use of state-of-the-art adaptive computing technology are available for universities, colleges, schools, businesses, and non-profit organizations. more>> Family Village School - Waisman Center, University of Wisconsin-Madison
Yale Center For Children With Special Health Care Needs | History connecticut recognizes that the breadth and variety of special health care special needs children have or are at risk for chronic conditions they were http://info.med.yale.edu/pediat/yccshcn/history.html
Extractions: American history is more than a list of presidents and wars. History has also been made through legislation and laws passed, programs developed, and agencies established to ensure opportunities for quality lifestyles in our country. That includes developments affecting children with special health care needs. In 1935 the Social Security Act was established. It is well known for addressing financial needs of the elderly and poor, but it was not limited to that. Under Title V of the Social Security Act , Services for Crippled Children were instituted. Funds were made available to provide clinical services to children with specific diagnosis, at the time, considered "crippled." In the 1980s Title V was transposed to "Children with Special Health Care Needs"(CSHCN) , reflecting a broader reach to children requiring more care and support than the average child of the same age. They were no longer necessarily considered "crippled", they just had special needs that, when met, allow for opportunities that other children have. During that decade large, federally funded programs where dispersed to states where programs could be designed to meet the unique needs of their children. Connecticut's model for CSHCN has historically been based on a combination of direct service support, and the capacity to be a payor of last resort for eligible children whose own insurance has not covered needed services. Under the administration of the Department of Public Health (DPH) (
EASTCONN Staff Carol has worked with school children with special needs for over 15 years Maureen is experienced with multidisabled and medically-fragile students. http://www.eastconn.org/bios_k2r.htm
Extractions: Jkalinowski@eastconn.org John Kalinowski is Director of Technology Development Services. He is actively developing new partnerships with technology vendors to assist our schools in obtaining the highest quality technology products and service in the most cost effective manner. In addition, he is involved in designing, recommending and implementing network infrastructure, as well as delivering training and technical assistance to school personnel on a myriad of technology topics. John was president of the Connecticut Educators Computer Association (CECA) from 1991-1993, and continues to help plan and coordinate Statewide Educational Technology Conference and other technology related programs for educators. He is on the Joint Committee on Educational Technology (JCET) Task Force commissioned by the State Legislature to provide input on issues related to technology and schools. He reviewed and provided input on the State of Connecticut Educational Technology Plan. John is Exhibit Manager for the CT Association for Supervision and Curriculum Development (CASCD) and the Connecticut Reading Association; in this position he coordinates vendor exhibits through a series of statewide conferences. John holds a B.A. in economics, a Connecticut Teachers Certificate and a Massachusetts Teachers Certificate.
CEC Career Connections - Higher Education Jobs three years experience in teaching special education in public schools; requirements for special education certification in connecticut and CT Common http://www.cec.sped.org/careers/higher-ed.php
Extractions: MASTER'S DEGREE IN SEVERE DISABILITIES - UNIVERSITY OF MARYLAND The University of Maryland (UMD) Department of Special Education Applications are accepted on a continuous basis. For more information please contact Dr. Francey Kohl, Project Director Low Incidence Personnel Preparation Grant, Department of Special Education, 1308 Benjamin Bldg. College Park, MD 20742; Phone: (301) 405-6490 or (301) 405-6514; E-mail: flkohl@umd.edu. The University of Maryland has a strong commitment to diversity and actively seeks applicants from underrepresented groups including individuals with disabilities. ADAPTIVE TECHNOLOGY SPECIALIST - AMERICAN UNIVERSITY Responsibilities: Train faculty, staff, and individual students with disabilities on use of adaptive technology and how to adapt learning strategies. Act as primary contact person to troubleshoot adaptive software/hardware. Ensure compatibility of campus with adaptive technology. Recommend, install, maintain, upgrade assistive technology eqipment on campus. Assist in the design, maintenance, and evaluation of university Web sites to ensure accessibility. Qualifications: MA/MS in Special Education or Education Technology or related field; Assistive Technology Practitioner (ATP) or eligibility to obtain certification. Familiarity with learning strategies as they related to disabilities. Ability to effectively teach/train. Minimum three years experience with adaptive technology software. Demonstrated ability to troubleshoot adaptive software/hardware. Knowledge of Section 508 and issues related to accessibility of technology. Experience working with individuals with disabilities. High degree of initiative, ability to work independently, and ability to work as part of a team.
CEC Career Connections - K-12 Jobs special EDUCATION PROFESSIONALS MEMPHIS CITY schools connecticut certifiedin special education or eligible for certification. http://www.cec.sped.org/careers/k-12.php
Extractions: BECOME A TEACHER-EARN A SUBSIDIZED MSTER'S DEGREE: NYC TEACHING FELLOWS You remember your first grade teachers name. Who will remember yours? The NYC Teaching Fellows is an innovative and selective path to enter the classroom and make a difference in one of NYCs high needs schools. We are currently recruiting and hiring candidates for both the Midyear and June 2006 Teaching Fellows program. Join a select group of talented individuals who will teach high need subject areas such as Math, Science, Special Education, Spanish, and Bilingual Education. Use your diverse experience to positively affect the lives of students while working towards a subsidized Masters degree in Education. Neither prior teaching experience nor coursework in education is required. To apply visit our website at http://www.nycteachingfellows.org
Article/print The connecticut Association of School Superintendents also backs the attorney This seemingly minor change cut the number of specialneeds subgroups in http://www.amconmag.com/2005_08_01/print/articleprint.html
Research (B) How does heterogeneous grouping address the needs of special needs students? But many schools also provide special activities for high achievers http://www.nmsa.org/research/ressum6.htm
Extractions: Heterogeneous Grouping (1996) Heterogeneous groupings refer to whole classes of students of varying intellectual ability or within classroom groupings where 2-5 students of varying abilities learn together. The grouping practice is associated with efforts to eliminate a "dumbed-down" curriculum and to allow all students the benefits of access to high-level instructional practices. Research points to positive effects on achievement, self-esteem, intergroup relations, and greater acceptance of mainstreamed students, (Slavin, 1991). The majority of the literature on heterogeneous grouping is not "middle level" specific but applies across grade levels.
Extractions: Boarding school with supporive classroom structure and learning center. Both classroom and learning center teachers receive ongoing training in effective instructional methodologies. Forman teachers are facilitators of the learning process and need to know validated teaching tools. Teachers are trained in understanding learning differences, attention disorders, the most effective teaching processes relevant to their content and task-specific strategies. Kris Keeney
