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Disabled & Special Needs School General:     more books (100)

Organizational Behavior in Education: Adaptive Leadership and School Reform, Eighth Edition by Robert G. Owens, 2003-08-15 Service Dog Goes to School: The Story of a Dog Trained to Helpthe Disabled by Elizabeth Simpson Smith, 1988-09 Overcoming Underachieving: An Action Guide to Helping Your Child Succeed in School by Sam Goldstein, Nancy Mather, 1998-01-30 Let's Write!: A Ready-To-Use Activities Program for Learners With Special Needs by Cynthia M. Stowe, 1997-11 The Integration of Disabled Children in Mainstream Education: Ambitions, Theories and Practices (Oecd Documents) Developing Language Concepts: Programmes for School-aged Children by Bridget Burrows, 2006-06-13 When a Child Struggles in School: Everything Parents + Educators Should Know about Getting Children the Help They Need by Tom Jenkins, 2006-12-01 Guiding Teens with Learning Disabilities: Navigating the Transition from High School to Adulthood by Arlyn Roffman, 2007-09-04 Treasure In An Oatmeal Box: The Story Of A Special Boy And The People Who Loved by Ken Gire, 2000-08 Geography Special Needs Support Materials: Teachers' Resource Book Bk. 3 (People & Places) by John Widdowson, 1997-06-12 RESIDENTIAL SPEC EDUC CL (Children With Special Needs Series) by Cole T, 1986-10-01 The Best Place to Be?: Policy, Practice and Experiences of Residential School Placements for Disabled Children (Contemporary Research Issues) by David Abbott, Jenny Morris, et all 2001-10-08 Helping Kids and Teens With ADHD in School: A Workbook for Classroom Support and Managing Transitions by Joanne Steer, Kate Horstmann, 2009-03-15 ADHD in the Schools: Assessment and Intervention Strategies by George J. DuPaul Phd, Gary Stoner Phd, 1994-02-25

lists with details

81. Special Needs Support
    There is also our information for students with special needs. general.UK sites; All Clear Designs Company specialising in community architecture and  
    http://www.hero.ac.uk/uk/inside_he/special_needs_support3765.cfm
    
    Extractions: Inside HE homepage Government and higher education Quality and standards in higher education Careers in higher education ... Special needs support Reference Glossary of terms Groups and organisations Institution facilities Resources ... Schools Printable version Email this page Suggest a link for this page How to bookmark a page THERE IS AN increasing emphasis on the need to support students with special needs. These sites will provide more information for staff offering that support, as well as for the students themselves. You may be interested in the work of the National Disability Team on projects to enhance disability provision, and of TechDis on enhancing access for students and staff with disabilities. There is also our information for students with special needs Other resources are categorised into the following areas:

82. SERI General Disabilities Information Resources
    special needs Education (SNE) project an Internet service providing Fulmer s general Disability Resources - Created by Steven Fulmer at the West  
    http://seriweb.com/general.htm
    
    Extractions: Instant Access Treasure Chest ERIC Clearinghouse on Disabilities and Gifted Education Special Education Internet Sites of Interest to Teachers, Administrators, Paraprofessionals, Caregivers and Parents Beacons of Excellence A research project funded by the Office of Special Education Programs, U.S. Department of Education. The purpose of the project is to increase the understanding of how schools can improve learning results for students with disabilities, within the context of efforts to achieve exemplary results for all students. Disability Resources Nonprofit organization that monitors, reviews, and reports on resources related to disabilities daily. Special Needs Education (SNE) project an Internet service providing resources for parents, teachers, schools, and other professionals, individuals, groups, and organizations involved in the education of students with special needs SpecialEdNews - Special education newsletter, articles and resources for educating students with disabilities. I nternet R esources for ... (IRSC Guide to resources for children with learning disabilities, developmental disorders and serious illnesses or disabilities

83. Tiger Leap Foundation
    is available for pupils in Estonian general education schools upon necessity.However, regular schools cannot meet other special needs, as a rule.  
    http://www.tiigrihype.ee/eng/erivajadused/mis.html
    
    Extractions: What are they? What is being done Speech therapy is available for pupils in Estonian general education schools upon necessity. However, regular schools cannot meet other special needs, as a rule. Special needs, created due to disabilities, functional or social limitations, handicaps or other peculiarities of pupils, require special methods and equipment in order to acquire general education - without compensation of the kind, education could remain out of reach for challenged learners. Tiger Leap Foundation supports access of pupils with special needs to general education by making information and communication technologies (ICT) available for that purpose. The project is called "ICT in the Education of Pupils with Special Needs". It provides backing to support centres, counselling children with special needs, their parents, teachers, officials in education and all interested parties. The educational special needs support centre for children with learning difficulties operates on the basis of Tartu Kroonuaia School and disseminates training in ICT use throughout Estonia. Additional information about the support centre is available on the

84. Uniquely Gifted - Resources For Gifted/Special Needs Children
    Introductory Articles; general Resources; Stories/Personal Experiences (by Advocacy/special Education Getting What Your Child needs from Schools  
    http://www.uniquelygifted.org/
    
    Extractions: Contributing Editor, 2e: Twice-Exceptional Newsletter Welcome to my site – I hope you find it helpful. If this is your first visit, click here for a guide to the site. This site is named after the book Uniquely Gifted: Identifying and Meeting the Needs of the Twice-Exceptional Student , edited by Kiesa Kay. Twice-exceptional children (that is, intellectually gifted children with special needs such as AD/HD, learning disabilities, Asperger Syndrome, etc.) have a hard time of it in our education system - because their giftedness can mask their special needs and their special needs hide their giftedness, they are often labeled as "lazy", "unmotivated", "not trying". Many people don't even realize that a child can be both gifted and learning disabled; however, Linda Silverman, Ph.D., the director of the Gifted Development Center has found that fully 1/6 of the gifted children tested at the GDC have a learning difference of some type In addition to being special needs educational advisor for families with twice-exceptional children and Contributing Editor to the new publication 2e: Twice-Exceptional Newsletter , I am co-founder and co-listowner of the

85. Bil Paul
    A school district may have to pay as much as $125000 a year to educate one severelydisabled young We have chosen to help our specialneeds students.  
    http://www.paloaltodailynews.com/paul/121604.html
    
    Extractions: When Congress passed the Individuals with Disabilities Education Act, it promised to pay up to 40 percent of the cost, but in reality has never funded more than 17 percent. That deficit along with a reluctance by the state of California to pay its full share has meant that local school districts have had to dip into their general funds to make up the difference. Two years ago, for example, Marin County school districts had to provide $10 million to meet the federal mandate. The budget squeeze gripping most school districts resulting in layoffs and cutbacks in programs hurts special ed programs as well. Recently the Redwood City School District (comprising elementary and middle schools) decided to cut $125,000 from its special ed program as part of overall cutbacks, meaning that six resource aides may be eliminated.

86. BC Ministry Of Education: Special Education Manual
    the characteristics and needs of students with physical disabilities and are outlined in Section G25 Inschool Support for special needs Students.  
    http://www.bced.gov.bc.ca/specialed/ppandg/planning_9.htm
    
    Extractions: or Chronic Health Impairments Definition A student is considered to have a physical disability or chronic health impairment based on the need for special educational services due to one or more of the following: Medical diagnosis, by itself, does not determine the special educational services required by students with physical disabilities or chronic health impairments. Students are only eligible for funding in this category if their education is adversely affected by their physical disabilities or chronic health impairments. To be eligible for supplemental funding for a student in this category, the following conditions must be met: the student must meet one or more of the above criteria;

87. Official Website Of Kerala Education Dept.
    to provide educational oppourtunities for the disabled children in generalschools Youth camp for children with special needs and their non disabled  
    http://www.education.kerala.gov.in/projects.htm
    
    Extractions: FOR THE DISABLED CHILDREN IED) Aims and Objectives: The 100% Centrally Sponsored Scheme of Integrated Education for the Disabled Children(IEDC) purports to provide educational oppourtunities for the disabled children in general schools to facilitate their retention in the school system. Status of the Scheme of IEDC in Kerala. The scheme of IEDC was started in Kerala during the year 1974-75 with 6 orthopedically children and now the scheme covers 24,500 children with Hearing Impairment, Visual Impairment, Orthopedically handicapped and Mental retardation. Implementing agency-Education Department.

88. Who Is Learning Disabled?
    In fact, children are identified as learning disabled at a modal age of 10 to to students needs, while school staff continue to monitor their progress.  
    http://www.apa.org/monitor/sep03/disabled.html
    
    Extractions: Print version: page 58 Proposed language in the Individuals with Disabilities Education Act (IDEA)the federal law that governs special educationcould trigger a shift in the way schools identify children with learning disabilities. The House and Senate versions of the bill that will reauthorize IDEA explicitly say schools wouldn't be required to use the traditional method of determining learning disabilitythe IQ-achievement discrepancy model, which identifies children as learning disabled (LD) when their scores on achievement tests are significantly lower than their IQ. The new versions of IDEA also include language that opens the way for an alternative identification method. But the potential changes aren't without debate. While many psychologists and educators agree that IQ-achievement discrepancy has flaws, they are split on what to do next. Some argue for particular models as replacements; others caution that rushing to replace the discrepancy model could result in substituting one flawed system for another.

89. Special Child: Legal Files Archives
    Parents of children with special needs are often confronted with problems Parents seeking atschool nursing services for a child with special needs  
    http://www.specialchild.com/archives/lf-011.html
    
    Extractions: By Phil Stinson, Esq. Parents of children with special needs are often confronted with problems relating to the delivery of nursing services while their child is at school. On rare occasions, without the provision of such services, it is impossible for a student to attend school on a regular basis. This situation can be highly disruptive to family operations, as parents struggle to juggle the impossible burden of work obligations, while, at the same time, taking the time to personally provide the services for the child. On March 3, 1999, the U.S. Supreme Court addressed this issue in Cedar Rapids Community School District v. Garrett F. The Garrett F. Court did not address how the 1997 Amendments to the IDEA impact on the issue of providing school nursing services for children with special needs (because the issue before the Court dealt with facts and law prior to the enactment of the revisions to the special education laws in 1997). In 1997, Congress amended the IDEA to clarify that public educational agencies (local school districts) are the payors of last resort whenever another public agency has a funding responsibility to an exceptional child. Daniel O. v. Missouri Board of Education

90. NASP Position Statement - Advocacy For Appropriate Educational Services
    Reduced expectations for children who are placed in special education programs . of children with special needs within the general education system.  
    http://www.nasponline.org/information/pospaper_aaes.html
    
    Extractions: The Education of All Handicapped Children Act (P.L. 94-142) achieved major goals in serving children with disabilities, many who previously had been excluded from appropriate education programs. Since its enactment in 1975, all children with disabilities have been guaranteed a free and appropriate public education, the right to due process, and individualization of instruction according to need. The National Association of School Psychologists strongly supports the continuation of legislation such as the Individuals with Disabilities Education Act (IDEA), which has mandated these guarantees. NASP recognizes that serious problems have been encountered as school districts strive to meet these mandates while assuring a quality education for all students. Some of these problems reflect difficulties within special education; others have their origins in the general education system. Other problems with the current classification system include: Labels that are often irrelevant to instruction needs.

91. Doxys - Resources For The Disabled
    Guide to Disabilities (US); special Schools Petersons.com (US) general ServicesAdministration (US); FDR Democratic Club - For disabled People (US)  
    http://www.growing.com/doxys/disabled.html

92. Welcome To The USC School Of Dentistry Website
    We have expanded that clinic to work with special needs clients under generalanesthesia, but we need to increase that capacity, she says.  
    http://www.usc.edu/hsc/dental/update/june05/research02.htm
    
    Extractions: June, 2005 Home Dean's Report Administration Report Research News Our Community Calendar NEW STUDY FOCUSES ON DISABLED Not surprisingly, individuals with developmental disabilities share the same obstacles as others in underserved populations when it comes to obtaining quality oral health care. Their unique oral health concerns and the most effective ways to meet their needs are the subjects of a new study by Roseann Mulligan, associate dean for community health programs, in a joint project with Janet Schneiderman of USC's School of Social Work. In conjunction with the nearby South Central Los Angeles Regional Center, Mulligan, Schneiderman and their research teams will develop and test a model that will assess the oral health care issues of those with developmental disabilities. Additionally, the model will include a referral component, as well as provide for adequate follow-up and case management. Once researchers develop a model, the team anticipates expanding it to all seven regional centers throughout Los Angeles. Mulligan hopes the study will build upon the work started through the special patient clinic here at USC. "We have expanded that clinic to work with special needs clients under general anesthesia, but we need to increase that capacity," she says. "Since this is an area of service that not very many people are providing, it is an opportunity for us to help this very underserved population."

93. Exceptional
    Flipping the LD Coin Does LD mean Learning disabled or Learning Differently? specific and special learning needs, as identified by an Identification,  
    http://www.igs.net/~cmorris/exceptional.html
    
    Extractions: Flipping the LD Coin: Does LD mean L earning D isabled or L earning D ifferently? Is the LD Coin Heads or Tails? Most people are different and special from one another in the following ways: (1) in terms of their learning abilities and learning styles, (2) by their physical abilities and attributes, and (3), in how they think of their more dominant and less dominant forms of intelligence s . However, those who have been identified as "exceptional" pupils differ from most other general students to such an extent that they require an individualized educational program (IEP) in special education and / or special services to meet their specific learning, cognitive needs, and combinations of most dominant intelligences. Such exceptional girls and boys receive special education or special services because it continues to be the common belief that such specialization will help these special needs students reach their fullest potential. One way to group these "exceptional" individuals is according to the prevalence of the exceptionality in our current population. For this discussion, I shall zero in on one special type of communicational exceptionalities, namely the student who has been formally diagnosed as a learning disabled (LD). Most mainstream educators and psychologists think 'learning disability' upon first hearing the abbreviated label LD. I liken this interpretation as to flipping a coin. Either the coin lands tail up or head up. First, let us consider what traditionally occurs when the LD coin lands tail up.

94. Least Restrictive Environment Coalition | What Is LRE?
    NYC special Education Personnel Q. Will general education teachers be trainedto address the needs of children with disabilities? A. general and special  
    http://www.lrecoalition.org/01_whatIsLRE/
    
    Extractions: A Parent's Guide The following are frequently asked questions about special education in the LRE in New York City. While LRE issues are nationwide, the LRE Coalition only serves New York City school children. The questions and answers use terms and references employed by the New York City public school system. What is "Least Restrictive Environment"? A. The Least Restrictive Environment (LRE) is defined as the educational setting where a child with disabilities can receive a free appropriate public education (FAPE) designed to meet his or her education needs while being educated with peers without disabilities in the regular educational environment to the maximum extent appropriate. The definition of LRE in the Individuals with Disabilities Education Act (IDEA) is: "To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are [1] educated with children who are not disabled, and [2] special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily."

95. Learning Disabilities OnLine: Learning Disabilities On-Line Resources
    districts, and schools in meeting the needs of children served under the IASA Information on special education and support for disabled students,  
    http://www.ldonline.org/finding_help/online_help/online-help.html
    
    Extractions: To find other help resources select a topic from the list and click GO Select a Topic US - National Organizations US - Federal Agencies US - State By State Resource Guides Canadian Resources Information By Phone International Links LD Schools On-line Resources Parent Advocacy US State Departments of Education If you are a professional interested in listing your services, sign-up online now! ADD Resources is a national non-profit organization whose mission is to help people with ADD develop their full potential. Their website offers the National ADHD Directory, the most complete listing of ADHD service providers and products on the Internet and many great articles by national authorities as well as adults with ADD for free downloading. American Speech-Language-Hearing Association (ASHA)

96. Child And Adolescent Bipolar Foundation:
    Full inclusion educational approach in which all disabled children are educated Assists parents in understanding the special needs of their child;  
    http://www.bpkids.org/site/PageServer?pagename=lrn_ed_glossary

97. Heriot-Watt University Edinburgh And Scottish Borders
    The main source of financial assistance for UK disabled students is disabled The largest number of students with disabilities and special needs within  
    http://www.hw.ac.uk/specialneeds/

98. Bjup.com -- Balance -- Understanding Mildly Disabled Students In Christian Schoo
    In fact, recent studies show that special education in Christian schools is general Characteristics. Characteristics of learning disabled students are  
    http://www.bjup.com/resources/articles/balance/1203.html
    
    Extractions: Home Textbooks Books Music ... Teaching Joe P. Sutton, Ph.D. Educating mildly disabled students has not been a high priority item on the educational agendas of many private Christian schools. In fact, recent studies show that special education in Christian schools is almost nonexistent, where only between 8 and 16 percent of Christian schools nationwide operate formal programs (Carver, 1989; Sutton, in press). With the emphasis placed on disabled persons in the Scripture (Sutton, 1990) however, most Christian educators would probably agree that our schools must do more in providing for the needs of mildly disabled students through formal special education programs. It is clear, then, that Christian educators must recognize two things with regard to mildly disabled students. One is that these students are not limited to just special education classrooms anymore, and will in all likelihood be present in regular classrooms to some extent. Two is that as mildly disabled students are identified and mainstreamed into regular classrooms, the regular classroom teacher will be the primary educational caregiver for these children, not the special education teacher. Regular classroom teachers in Christian schools, therefore, must be more cognizant of the basic characteristics and educational needs of mildly disabled students. Moreover, given the current novelty of special education in Christian schools, it would profit all Christian educators to know more about this unique group of students. This article seeks to provide answers to three basic questions: (a) who are mildly disabled students? (b) what criteria are used to identify them? and (c) what are some of their general characteristics?

99. Minority Students In Special And Gifted Education
    To Nurturing Minority Students With special needs or Talents Individuals withDisabilities Education Act requiring schools to serve disabled students,  
    http://www4.nationalacademies.org/news.nsf/isbn/0309074398?OpenDocument

100. INCLUSIVE EDUCATION FOR DISABLED CHILDREN
     disabled children as an integral part of the general educational system rather Inclusive schools must recognise and respond to the diverse needs of  
     http://www.dinf.ne.jp/doc/english/asia/resource/apdrj/z13fm0300/z13fm0309.html
     
     Extractions: INCLUSIVE EDUCATION FOR DISABLED CHILDREN M. Manivannan* Owing to lack of knowledge, educational access and technology, disabled children were initially treated as unwanted and segregated from other children. Later their education was carried out in special schools. In recent times there has been a shift towards having children with disabilities attend the same schools as non-disabled children. The educationists now feel that each child should be allowed to learn in his own way. The concept of inclusive education has been spelt out in the Salamanca statement and the framework for action on special needs education 1994. It states that all governments have been urged to "adopt as a matter of law or policy, the principle of inclusive education, enrolling all children in regular schools unless there are compelling reasons for doing otherwise". The basic premise is that the school should meet the educational needs of all children irrespective of their disabilities or limitations. What is Inclusive Education?

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