Afterschool.gov - Running A Program Technology for special needs Technology Grants Technology Policy housingproperties throughout all 50 states, the district of columbia and Puerto Rico. http://www.afterschool.gov/cgi-binh/dissub.pl?page=maintopic1&subpage=main1stpc8
Afterschool.gov - Technology for special needs Technology Grants Technology Policy properties throughout all 50 states, the district of columbia and Puerto Rico. http://www.afterschool.gov/cgi-binh/texts.pl?page=&subpage=main1stpc8&sid=8
DisabilityInfo.gov: Health: Children & Youth Answers4Families Families with special needs Children Evaluation of theDistrict of columbia s Demonstration Program, Managed Care System for disabled http://www.disabilityinfo.gov/digov-public/public/DisplayPage.do?parentFolderId=
Extractions: Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it. Costly mistakes hurt students There were simply too many new programs starting too quickly for any one system to handle. The alternative school aimed at helping students with emotional and academic problems simply pushed the Palm Beach County School District over the edge - and created so much turmoil that it would eventually bring down the superintendent of schools. The Palm Beach Post reported in February 1999 that the alternative school, approved by the local school board, would use classrooms on the campus of a local hospital. Called the Columbia Academy, it had a capacity for 60 students.
School Bus Transportation News At STN Media 2) Is a school district required to provide tokens or monies to secure when a school district charges nondisabled students for this service needs http://www.stnonline.com/stn/specialneeds/bluth_osep.htm
Extractions: to Provide Transportation Services to Students With Disabilities In a clear and precise manner, Thomas Hehir, director of the federal Office of Special Education Programs (OSEP) responded to a letter from the Superintendent of the Public Schools of the District of Columbia requesting clarification regarding the obligation of the District of Columbia Public Schools to provide transportation services to students with disabilities. Four questions were asked. These questions were: 1) Is transportation required for all students with disabilities? 2) Is a school district required to provide tokens or monies to secure public transportation for students with disabilities when it does not provide the same for non disabled students? 3) What is meant by "specialized transportation?" 4) If transportation is to be regarded in the same manner as other related services, are goals and objectives required on the IEP?
PDK International - Research Bulletin #13 If not, special education must be provided, and the school district must The district of columbia has its own circuit court, and the 13th circuit court http://www.pdkintl.org/edres/resbul13.htm
Extractions: By Martha M. McCarthy Few concepts are at the same time as attractive and threatening as "inclusion." The term is generating considerable controversy among regular and special educators and policymakers. What does inclusion mean? When is inclusion appropriate? When is it required? These are simply a few of the questions eliciting diverse responses. The purpose of this bulletin is not to debate the advantages or disadvantages of inclusion, but rather to provide an overview of how courts are currently interpreting its legal status CONTEXT The Individuals with Disabilities Education Act of 1990 (IDEA), formerly the Education for All Handicapped Children Act of 1975, stipulates that children with disabilities must be provided a free appropriate public education in the least restrictive environment (LRE). This LRE mandate means that each state education agency must ensure that "to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with nondisabled children."(1) Under IDEA regulations, children can be placed in special classes or separate facilities "only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily."(2)
Extractions: Telephone Our mission: To provide the full range of library and information services to all persons with disabilities living in the District of Columbia in cooperation with the Library of Congress, hospitals, institutions, homes for the aged, schools, and other appropriate agencies. Residents with disabilities should be able to conveniently identify and obtain for their use library materials which will meet their needs in a format which they can use. This would include independent access to catalogs and databases and the support system necessary to obtain materials bibliographical and full text, in accessible format. Application for Talking Book Service Persons who are blind , visually impaired or learning disabled due to an organic dysfunction Persons who are homebound Persons who are living in hospitals,
Special Education Legislation - FAQ Board of Education (1954); Sacramento City Unified School district v. The Education of Children and Youth with special needs What Do the Laws Say? http://ericec.org/faq/spedlegl.html
Extractions: Internet: http://ericec.org How has federal legislation on disabilities affected the field of special education? Following are selected citations from the ERIC database and the search terms we used to find the citations. You can search the ERIC database yourself on the Internet through either of the following web sites: ERIC Citations The full text of citations beginning with an ED number (for example, EDxxxxxx) is available: In microfiche collections worldwide; to find your nearest ERIC Resource Collection, point your web browser to: http://ericae.net/derc.htm
A Bad IDEA Also, school officials can often exclude specialneeds students from In theDistrict of columbia, one-third of the education budget is expended on 10 http://www.connsensebulletin.com/badidea.html
Extractions: 'Perverse Incentives' in an Unfunded Mandate Just as before the 1997 Reauthorization of IDEA, a concerted attack is beginning on it. Note this commentary's recommendation that the " ' specific learning disabilities' category should be exised from the law" and the statement that "Evidence suggests that the IDEA does not produce academic gains." Education Week 'Perverse Incentives' in an Unfunded Mandate By Clint Bolick Education Week The IDEA has become systematically dysfunctional and damaging to public schools. A powerful toxin infects our nation's education system, imperiling the ability of every public school to fulfill its mission. It is not school vouchers or inadequate funding, but the federal Individuals with Disabilities Education Act, or IDEA. Tracing back to the 1975 legislation enacted to ensure equal educational opportunities for children with disabilities, the IDEA now covers 6.1 million schoolchildren at a cost of $41.5 billion annually, accounting for 40 percent of all new education funding over the past 30 years. Because only 12.5 percent of the money is provided by the federal government, the idea constitutes the largest unfunded federal mandate in American education. Far worse, it creates perverse incentives that have deepened stratification within public education to the detriment of minorities and the poor.
Welcom To The University Of The District Of Columbia The Bachelor of Arts Degree Program in special Education focuses on the education of for the district of columbia and other school jurisdictions. http://www.universityofdc.org/print.php?sid=3&aid=251
Extractions: fter three decades of legislation and litigation, America's public schools are opening their doors to children with disabilities. Inclusive schools are becoming the norm, and equal educational opportunity is now the right of every child. Successfully preparing children who are disabled in company with their nondisabled classmates for full participation in American society first requires that we make our schools accessible. Appreciation of both the context and the complexity of accessibility should inform the efforts of all engaged in the development and operation of our schools. Accessibility's goal is larger than building barrier-free structures, and its achievement is far more challenging than simply adhering to standards and codes. The following discussion, focusing on accessibility as it applies to school facilities, is intended to provide a systematic overview of issues bearing on what is recognized by many as a formidable endeavor. Historically, the educational experience of children with disabilities was characterized by neglect, inequity, and mistreatment. "Prior to the 1970s, most physically and mentally disabled students were, in fact, excluded from public schools or were not identified as disabled" (Otto 1998, p. 9). Where programs and facilities did exist to serve disabled children, they tended to be centralized and segregated. While the educational advantages of neighborhood schools were touted on behalf of able-bodied students, those with disabilities were often bussed en masse to special schools.
Extractions: fter three decades of legislation and litigation, America's public schools are opening their doors to children with disabilities. Inclusive schools are becoming the norm, and equal educational opportunity is now the right of every child. Successfully preparing children who are disabled in company with their nondisabled classmates for full participation in American society first requires that we make our schools accessible. Appreciation of both the context and the complexity of accessibility should inform the efforts of all engaged in the development and operation of our schools. Accessibility's goal is larger than building barrier-free structures, and its achievement is far more challenging than simply adhering to standards and codes. The following discussion, focusing on accessibility as it applies to school facilities, is intended to provide a systematic overview of issues bearing on what is recognized by many as a formidable endeavor. Historically, the educational experience of children with disabilities was characterized by neglect, inequity, and mistreatment. "Prior to the 1970s, most physically and mentally disabled students were, in fact, excluded from public schools or were not identified as disabled" (Otto 1998, p. 9). Where programs and facilities did exist to serve disabled children, they tended to be centralized and segregated. While the educational advantages of neighborhood schools were touted on behalf of able-bodied students, those with disabilities were often bussed en masse to special schools.
US: Congress Approves School Voucher Plan For Nation's Capital DC schools are in desperate need of funding. In December, the school board the citys school board president and the head of the district of columbia http://www.wsws.org/articles/2004/feb2004/vouc-f27.shtml
Extractions: 27 February 2004 Use this version to print Send this link by email Email the author The US Senate last month gave final passage to a $14 million-a-year private school voucher program as part of an omnibus spending bill that includes funds for many federal agencies. The legislation cleared the Senate on January 22 by a vote of 65-28. The House of Representatives had already approved the spending measure in early December. President Bush praised the voucher plan, which he signed into law January 23. Rather than provide the funds to lower class size, increase the number of teachers, repair the thousands of dilapidated school building around the country and provide quality public education to all children, the Bush administration is pushing vouchers as another step in the destruction of public education. Vouchers have been consistently voted down in statewide decisions from 1972 to 2000. In 1972, in Maryland, voters defeated a voucher program 55 to 45 percent; in Michigan in 1978, the vote was 78 to 26 percent; in 1992 in Colorado, 67 to 33 percent; in California in 1993, 70 to 30 percent; in Washington State in 1996, 64 to 36 percent. Again in Michigan in 2000, vouchers were rejected 69 to 31 percent; and finally again in California in 2000, a voucher program was defeated 71 to 29 percent.
Special Needs - Exceptional Needs Workshops Link to special needs Resource Group Oxford School district Oxford, Mississippiamysmith281@hotmail.com, Shannon McConnell JPL Pasadena, California http://serch.cofc.edu/special/workshops_enws3.htm
Extractions: Workshop Description This phase III workshop emphasized looking at informal education venues and discussions on how to make them more accessible to individuals with special needs. Outcomes included the development of the Exceptional Needs Working Group (ENWG) composed of educators and product developers interested in producing better NASA education materials for use in ALL learning environments, including special needs settings. This working group collaborates via listserv to share ideas, thoughts and announcements among the group.
CoSN: The Consortium For School Networking America s schools need a new conversation between those responsible for general a survey of K12 school district technology leaders and special http://www.cosn.org/about/press/012705.cfm
Extractions: trichane@fratelli.com Washington, D.C. (January 27, 2005) - The Consortium for School Networking (CoSN) today launched a multi-year initiative designed to increase achievement and success for all students through the use of accessible technologies. Accessible Technologies for All Students will bridge the divide between those in charge of assistive technologies (AT) and those responsible for information technologies (IT) at the K-12 school district level. Currently, interaction between these education communities is rare, due to separate programs, educational goals, funding sources, staffs and instructional priorities for students. "America's schools need a new conversation between those responsible for general education and those responsible for special education around how technology can assist all students," said Bob Moore, Chair of CoSN and Executive Director of IT Services at Blue Valley USD #229 in Overland Park, KS. "This new initiative will demonstrate how successful districts are overcoming these obstacles and what tools can be employed to extend access to technology to students of all abilities."
GOVERNMENT RELATIONS LETTERS When you vote on the fiscal year 2004 district of columbia Do NOT LeaveSpecial needs Children Behind by eliminating their existing rights and http://bec.brookline.mec.edu/Brooklineschool_com/governmentRel.html
Extractions: Vouchers eliminate public accountability. Vouchers shift millions of taxpayer dollars to private schools that are not financially or academically accountable to the public. A D.C. voucher program will drain millions fr om public education. Our own district has serious financial needs . The millions of dollars earmarked for private schools in D.C. should be sent home to your school district (and others nationwide) to help meet federally under-funded mandates, like NCLB and IDEA, and to help improve achievement for all students.
Extractions: Child welfare workers are increasingly aware of children with disabilities and how to address their needs, whether they be affordable housing, health care, help transitioning to adulthood and independence or a loving family in which to grow up. For those who care for, work with, or are concerned about children and youth with disabilities, the challenge is not curing their disabilities but rather incorporating their differences and talents into society so they can participate and lead healthy, happy lives. In foster care and adoption, and throughout the field of child welfare, special needs describes not only children who have disabilities, but also older children, children belonging to nonwhite racial groups, sibling groups who need to be placed together, and children who have other needs additional to those of their peers.
Governor's Council On Disabilities 9th Congressional district columbia First Appointed 4/20/01 Friendship Villageopens their doors to the staff of the special School district. http://www.gcd.oa.mo.gov/2004AR.shtml
Extractions: Phone number: (800) 877-8249 Table of Contents History Mission/Vision Council Membership Organizational Structure ... Personal Independence Commission To provide leadership and support so people with disabilities achieve inclusion and independence. A state where people with disabilities fully participate in all aspects of community life. Back to table of contents 20 members and a chairperson comprise the Council. The Governor appoints members. The appointment of the chairperson requires the advice and consent of the Missouri Senate. Members represent each of the nine U.S Congressional Districts. The majority of members are people with disabilities. Mr. James Tuscher, Chair
PPI Rethinking Special Education For A New Century By Edited By We all share the responsibility to help ensure that specialneeds students The more urban a school district, the lower the percentage of minority http://www.ppionline.org/ppi_ci.cfm?knlgAreaID=110&subsecID=900030&contentID=334
