Autism Society Of Hawaii even for minor, disabilityrelated breaches of school rules. Please voteto preserve IDEA in special education, where the needs of children vary http://www.autismhawaii.org/spedvoters/Issues/S1248/COPAA.htm
Extractions: Contact Us LISTSERVE the Council of Parent Attorneys and Advocates We are fighting on one of the many fronts against the neoright's counteroffensive against the progress toward social justice we have achieved over the past half century. Bills in both the House and the Senate to reauthorize the Individuals with Disabilities Education Act would weaken the chance that disabled students will receive a free, appropriate public education, and take away what little leverage parents have to force schools to meet their obligations toward their children. I hope you will take time to write, not only to the key Senators listed in the alert, but also to the Hawai`i delegation (contact infor at the bottom), to ask that they fight to protect the rights of disabled children to a free appropriate public education, and to urge then not to support either HB 1350 nor SB 1248 without major revision. If you want more information about the IDEA and reauthorization, I suggest:
California Institute On Human Services Works in partnership with schools and families to provide training, Positive Outcomes For Children with Disabilities and other special needs http://www.sonoma.edu/cihs/cihs/allprojects.html
Extractions: Facilitates efforts to provide quality child care services to children with special needs in inclusive settings. These efforts are collaborative with key stakeholders throughout California, including policymakers, state agencies, program administrators and funders, and service coordinating bodies. California's Promise Works in partnership with schools and families to provide training, technical assistance, and resources to special education, general education, and families in support of collaborative efforts to appropriately educate all children, particularly those with disabilities. Funded through the California Department of Education and the State Improvement Grant (SIG). Capacity Building for Tribal Constituents (ICWA Training Project)
Extractions: The untold story of special education O Upon greater scrutiny, this oft-repeated scenario does not hold up. For years, many students with the worst disabilities have attended private schools at partial or even full public expense. Far from abandoning the needs of special education students, the private sector is supplying what the public school system has failed to provide. More specifically, public school districts currently foot the bill for more than 100,000 special education students attending private schools at an estimated cost of $2 billion to taxpayers, according to U.S. Department of Education figures and industry estimates. In most of these cases, public schools have come to rely on specialized private schools to educate their toughest disability cases, when doing it themselves would be prohibitively expensive. "A voucher isn’t really the right analogy," says Mike Petrilli, program director of the Thomas B. Fordham Foundation, which supports education reform efforts from a conservative perspective. "It’s really closer to contracting, like the Edison Project," the for-profit school management company that manages more than 50 public and charter schools across the nation. "But it makes a lot of sense to contract out this function to a company that can pool its resources."
Extractions: Quick Links ResourceNet Home Accessible Travel Fact Sheets I ... n The News "General Resources" Please note: The Resources area is a continuous work in progress. New links and categories will be added on a regular basis. If you would like to submit or recommend a site to be included you may Submit a URL Category Index ADA (non government) Assistive Technology Devices State Assistive Technology Centers Arizona Technology Access Program (AzTAP) Arkansas - ICAN Colorado - CATP Connecticut - CTTAP ... AbilityHub adaptive equipment and alternative methods available for accessing computers. ABLEDATA Assistive Technology Information Access Unlimited Applied Science and Engineering Laboratories Assistive Technology, Inc.
Extractions: The best thing about the ABA Advanced Program for Trust Professionals is that content is always on-point for our industry and our jobs, unlike going to a tax institute where much is geared to attorneys or CPAs. The speakers are excellent and the subjects are topical. It is simply the most practical way for me to get all of my CTFA education credits.
Extractions: for Private Schools in Hawaii A special need presently exists within the private school community. Challenging economic conditions in Hawaii have created difficulties for schools to make ends meet on an operational basis. Deferred maintenance has become the rule regarding capital improvement to repair existing facilities. For this reason, independent schools are realizing that Special Purpose Revenue Bonds, as they are called here in Hawaii, could be an effective method to finance major capital expansion or renovation projects. Conventional methods of raising capital funds are presently limited and may not improve in the near future. Schools, public and private, must maintain the buildings and facilities on their campuses. During the 1990s, significant funds were expended specifically to renovate school buildings to comply with the Americans with Disabilities Act. This effort, along with demands for other renovation and construction, requires substantial funding. Traditionally, independent schools have used a combination of capital funds drives, tuition increases, and endowment funds to finance renovation and construction.
Extractions: select a page . . . Home Our Books What's New Sitemap Press Topics **Advocacy** Articles FAQ's Tips Newsletters **Law** Articles Caselaw Pleadings Regs **Topics** Advocacy ADD/ADHD Autism Damages Discipline Discriminations Due Process Eligilibity Evaluations FAPE High Stakes Tests IDEA IDEA 2002 IEPs LRE/Inclusion Mediation No Child Left NCLB Info NCLB Directories Research Based Inst. Private Schools Letter Writing Placement Safe Guards Related Services Retaliation School Personnel Transition **Pubs** Spec. Ed. Law
Guide Dog Schools Resource List Below are links to information about many guide dog schools in the United States . people who are blind, visually impaired, or with other special needs. http://www.state.fl.us/dbs/FAQ/guidedog.shtml
Extractions: Below are links to information about many guide dog schools in the United States. While some schools serve a specific region or area, a great number serve all of the United States and others are International in scope. Visit their websites and learn about their specific programs and offerings. The geographic area each school serves is listed directly beneath their web address. If we are missing a Guide Dog School, please let us to add it by emailing the Web Administrator Web Address: www.eyedogfoundation.org/
What's New For March-99 A Primer for Corporate America on Civil Rights for the disabled The MedicalDisability Advisor Workplace special needs and Technology, Psychology http://www.cew.wisc.edu/nidrr/whats_new_for_march99.htm
Extractions: Access Board's Electronic Information Technology Access Advisory Committee (EITAAC) URL: http://trace.wisc.edu/docs/eitaac/ This workspace is being maintained by the Trace Center RERC in support of the Access Board's EITAAC. It consists of working documents, scratch work and reference materials being created or used by the committee. If you are aware of other issues, topics or resource materials that would be of interest to the committee, drop a note to the committee chair, Dr. Larry Scadden at lscadden@nsf.gov Missouri College Guidebook [for individuals with disabilities] URL: http://www.stlcc.cc.mo.us/fv/moahead/tableofc.htm
Extractions: Last updated on Tuesday, July 06, 2004 NAVESNP has a new web site at www.specialpopulations.org All future issues will be available only in electronic format, downloadable from the above site. See details in the next NAVESNP newsletter. NAVESNP Membership Applicationdownload a copy here [pdf file] NAVESNP Membership Application in Word format JVSNE Call for Manuscripts-download a copy here [pdf file] [Last update, September 5, 2002] Journal for Vocational Special Needs Education Call for Manuscripts When preparing your manuscript, please follow the publication guidelines found in the 5th edition of the APA Publication Manual. To order a copy on line, go to http://www.apastyle.org/ Type and Length Seven types of manuscripts are accepted for publication in the Journal: research reports, literature reviews, topical papers, descriptions of model programs or practices, reaction papers, brief reports, and department column articles. All manuscripts will be judged according to the following criteria: importance of the topic to practitioners and scholars in the vocational special needs education;
Extractions: KASA is proud to announce that after a lengthy and difficult selection process, we have added four new members to our National Advisory Board. They are: Blake Bogartus, 18 years old, from Alabama Mara Buchbinder, 20 years old, from New Hampshire Micah Fialka-Feldman, 17 years old, from Michigan Amanda Putz, 15 years old, from New York These folks join our 5 other Board members in doing long and short term planning for KASA and representing us at national meetings. We have also elected new co-chairs for the 2002 year, Maia Wroblewski and Naomi Ortiz. You can read more about our new Board members and co-chairs on our website in January. We thank all of you who helped to distribute our application and especially to those of you who applied to be on the Board. We receiving an incredible number of applications and the selection process was very competitive. We hope that all of you will continue to make a difference in your communities and to be active members of KASA at every opportunity. DISABILITY PREPAREDNESS WEBSITE The Disability Preparedness Website is up and running. This website features the article, Emergency Planning for People with Disabilities and Other Special Needs, by Dr. Carl T. Cameron, President, Board of Directors for the Inclusion Research Institute. Users will also find resources for training, products, articles and websites. For more information visit their
Rural Special Education Quarterly: Riding Fences Full text of the article, Riding Fences from Rural special Education Quarterly, of students with special needs in rural schools in the southwest. http://www.findarticles.com/p/articles/mi_qa4052/is_200304/ai_n9201580
Extractions: This issue's entries for the Promising Practices section offer strategies teachers can use in rural school contexts. Belva Collins of the University of Kentucky offers challenges in and strategies for implementing community-based instruction for students with severe disabilities in rural schools. Dana McCauley and Susan Friend of Crellin Elementary School in western Maryland describe a literacy skill building program based on Reading Recovery that was designed to assist at risk students in a small and remote rural school. The American Council on Rural Special Education has focused on topics and issues in rural schooling and special needs for over a quarter of a century and it has published numerous data-based studies during the 22 years of Rural Special Education Quarterly's history. The leadership of ACRES as well as the editorial board and staff of RSEQ are committed to working to promote the interests of professionals, families, and students with special needs and to enhance the provision of special education programs and services that address the unique needs of rural areas. We promise to continue to seek out and publish the best examples of research and practice to contribute to the knowledge base that will be needed to support Congressional efforts to direct attention and funding to rural areas.
Extractions: Therapy Dogs and Visiting Pets Service dogs are partnered with a specific individual for the purpose of helping that individual with a disability. When service dogs are admitted to places that exclude other dogs it is not the dog that is getting a special privilege. The special privilege belongs to the person who relies upon the dog. If the person with the dog is not the person in need of service then ordinary dog rules apply. Some of the links below explain what a service dog is and how it is distinguished from a dog that merely does good deeds. Some of the links will lead to help in locating or training service dogs, others explain the rules on access rights for people using service animals. At the end are book and video resources for training service dogs. Access Rights of People with Disabilities
Disability Central > Links For @ctive Teen - Page 1 Inclusion Materials Inclusion materials for children with special needs. schools and communities that address children with disabilities in the healthy http://www.disabilitycentral.com/links/atlinks_01.htm
Managed Care For Children With Disabilities And The Interface Of children with disabilities, keeping them out of the hospital and in schools and Children with special health care needs and managed care Important http://www.prel.org/products/Products/managed-care.htm
Extractions: Email: askprel@prel.org www.prel.org Managed Care for Children with Disabilities and the Interface of Legislative Policies by Thomas Barlow, Ed. D.* Briefing Paper Product # PB9711 However, managed care organizations offer opportunities for service coordination and continuity of care for children with special health needs and for their families. For this to come about, providers in both the public and private sectors must understand these new systems of care as well as the health and psychosocial needs of children and youth with special health care requirements. In sum, there are many questions, but, as yet, relatively few answers. There is little in the literature on the outcome data necessary to determine whether the needs of people with special health care concerns will, in fact, be met by managed care organizations. This paper will provide an overview of the many issues for challenged children and adolescents in a managed health care setting. Federal Laws Supporting Children with Disabilities A broad range of federally supported programs exists to meet specific needs of children and young adults with disabilities. Services include education, early intervention, health services, social services, income maintenance, housing, employment, and advocacy. However, navigating among programs can be complex and distressing. Some programs are not able to serve all, or even most, eligible clients; eligibility criteria may differ from program to program with some clients falling between the cracks; specific, legitimate needs may not be met by any program. The many federal programs for individuals with disabilities are not a comprehensive system.
Extractions: Many people have difficulty comprehending that a child can be gifted and also have learning disabilities. As a result, children with special needs that result from both their high abilities and their learning problems are rarely identified and are often poorly served. This article explores the current policies and practices with regard to defining, identifying, and educating this population. Recommendations are included that would help ensure that students who are gifted and have learning disabilities receive the intervention needed to help them achieve their full potential. When educators first began describing children who showed evidence of having a learning disability (LD) yet also appeared to be gifted, many viewed this as contradictory. The stereotype that had prevailed since Terman's (1925) time was that gifted children score uniformly high on intelligence tests and perform well in school. How could a child be considered gifted who has serious enough learning problems to be characterized as having a learning disability?
MWR Hawaii A special needs Resource Team (SNRT) a sub committee of the Exceptional FamilyMember Program Coordinating Learning Disabilities Association of hawaii http://www.mwrarmyhawaii.com/acs/acsexceptionalfammem.asp
Extractions: The Exceptional Family Member Program (EFMP provides support and advocacy to families around the world. In Hawaii the ACS EFMP program partners closely with the medical component at Tripler Army Medical Center (TAMC) . Our program also works hand in hand with the Army Family Advocacy Program, the Department of Education and the Learning Disabilities Association Our goal is to provide a comprehensive support and resource base for families to call on and use during their stay in the Islands. We have some unique challenges and solutions to many of the issues facing our Army families today. Families with orders to Hawaii should contact us here directly at ACS EFMP (808) 655-2303/2324 or the EFMP Program at Tripler Army Medical Center (808) 433-4441. By preparing early for your anticipated arrival we can hopefully eliminate some of the stresses you may encounter. For families requiring assistance with Housing or have children with learning disabilities and requiring special education services there are certain things that can be done prior to arrival.
The Developmental Disabilities Bulletin Some educators presumed the special needs of students with severe peers withand without severe disabilities Outcomes of integration efforts in hawaii. http://www.ualberta.ca/~jpdasddc/bulletin/articles/giangreco1993.html
Extractions: DDC HOME This study investigated parents' perceptions regarding the general education classroom placement of students with severe disabilities on their nondisabled children. Eighty-one parents of nondisabled students attending rural and small town schools in Vermont responded to a survey in which they used a Likert-style scale to rate their level of agreement with statements about their son or daughter's experiences as a classmates of a student with severe disabilities. Means and aggregate data indicated that a majority of the parents reported their child's experience was comfortable and positive, had a positive effect on their child's social/emotional growth, and did not interfere with their child receiving a good education. Exceptions to these general response patterns are cited and discussion suggesting further inquiry regarding parental attitudes are offered. Method Study Participants The participants of this study were 81 parents whose nondisabled children, grades kindergarten through 8, had a classmate with severe disabilities. Seven general education classes in six different rural and small town schools, with enrollments ranging from 110 to 812, were the sites for this inquiry. Each class included one student with severe disabilities. Four of the seven placements were full-time. Kindergartens A and B were half-time for all the students and the grade 8 placement was a science class for one period a day.
The Developmental Disabilities Bulletin In addition, these results show that students with special needs spending without severe disabilities Outcomes of school integration efforts in hawaii. http://www.ualberta.ca/~jpdasddc/bulletin/articles/sobseydreimanis1993.html
Extractions: DDC HOME Dick Sobsey, University of Alberta, Edmonton, AB, Canada, and Mike Dreimanis, Grant MacEwan Community College, Edmonton, AB, Canada Movement toward the inclusion of special education students into regular classrooms has been largely the result of intensive advocacy for integration of people with disabilities into all areas of community life. A considerable body of research suggests that integrated education is actually more effective than segregated alternatives, although relatively little attention has been given to the findings of empirical studies comparing inclusive education with segregated alternatives. Research since the 1960's indicates consistent educational and social advantages for students with disabilities educated in integrated classrooms. Many of the same studies suggest that nondisabled students incur no harmful educational effects and some positive social benefits from integration. Before addressing studies comparing segregated and integrated educational options, it may be useful to consider the development of segregated special education and some of the assumptions that underlie this type of instruction. Segregated service delivery did not develop based on the results of empirical research or evaluation, but as the result of a number of other factors.
