The Council For Disability Rights Advancing rights and enhancing lives of people with disabilities special Parents of Unique needs Kids (SPUNK). POBox 20850, Chicago, IL 60620 http://www.disabilityrights.org/guide3.htm
Extractions: A Parent's Guide to Special Ed / Special Needs Part II - Resources Friends of Special Education does not endorse any of the groups or agencies listed, nor do we make any representations as to how effective or ineffective they are in providing services. The following list of resources includes federal, state and local agencies mandated to provide services to children with special needs; legal assistance agencies and programs that specialize in special education and/or human rights/discrimination/disability issues; and advocacy and support groups. Some listings and descriptions of services provided were obtained from the Directory of Self-Help and Mutual Aid Groups (8th Ed.), 1996-97 edition of the Human Care of Metropolitan Chicago Services Directory, Directory of State Services for People with Disabilities, and a resource list compiled by the Family Resource Center on Disabilities. For some listings, there may be several addresses and phone numbers if the agency or group has several offices throughout the state. Other listings that may have more than one office may only list one address and phone number for intake and referral to the office closest to you. Access Living . 614 West Roosevelt Road, Chicago 60607
The Council For Disability Rights Advancing rights and enhancing lives of people with disabilities Article 14 is specific to special education matters. illinois School Code. http://www.disabilityrights.org/glossary.htm
Extractions: A Parent's Guide to Special Ed / Special Needs Glossary of Special Education Terms Prepared by Dr. Joy J. Rogers, Professor, Loyola University School of Education Achievement/ability discrepancy. A criterion often used to determine whether a child has a learning disability. It asks, is the child working up to expectations? One "formula" for determining the presence of a discrepancy has been promulgated by the Illinois State Board of Education. Some districts have developed their own. Some scholarly texts offer alternative formulae. ADA - Americans with Disabilities Act of 1990. This law follows the principles established under Section 504. It provides for the protection from discrimination of persons with disabilities and allows claims for compensatory and punitive damages. Adaptive behavior. A sort of "practical intelligence." It is usually measured by scales that identify how well a person manages within his or her own environment. ADHD - Attention Deficit Hyperactive Disorder.
Special Education special Education and Disabilities Resources from the Resource Center special needs Education (SNE) project, an Internet service providing resources for http://www.usd116.org/special_education.htm
Extractions: Check this site for continued growth as we add pages for all of the services we provide. The Department of Special Education provides programs for handicapped children, aged 3 to 21. A full range of special programs are available through the following programs and services: Programs for Students with Mild Mental Disabilities Programs for Students with Moderate Mental Disabilities Programs for Students with Behavioral/Emotional Disorders Services for Students with Learning Disabilities Early Childhood Education Services for Speech and Language Impaired Students Programs for Students with Severe/Profound Multiple Disabilities Services for Hearing Impaired and Deaf Students Services for Visually Impaired Students Programs for Students with Physical Disabilities Home /Hospital Instruction School Social Work Services School Psychological Services Occupational Therapy Physical Therapy Cunningham Children's Home (On-Grounds Classes) Pre Natal Class Chapter I ESEA (Remedial Services) Wrap-Around Services As you probably know, Urbana School District #116 strives to meet the educational needs of individual children through long range planning and through the day-to-day assessment of on-going programs. Speech and language is one of the more frequent special education services provided in our schools. It is the practice for the speech and language clinician to screen children for possible problems in speech and language that may interfere with a child's ability to communicate effectively with other children and his/her teachers. This screening will be done during the first two (2) or three (3) weeks of school. If it is found through the screening that a child needs the services of a speech and language clinician, parents will be notified by the school where the child attends.
Extractions: Library Services Bibliographies Disabilities and Special Needs Students and Service-Learning: Selected Resources (Search Tips) Source: National Service-Learning Clearinghouse, March 2004. http://www.servicelearning.org National Service-Learning Clearinghouse. Special Education/Disabilities Links . Scotts Valley, CA: NSLC, n.d. Articles and Resources Available Online Constitutional Rights Foundation. Service Learning and Special Education Service Learning Network 9 no. 2 (2002). http://www.crf-usa.org/network/net9_2.htm Corporation for National and Community Service. Learn and Serve America Program Directory . Learn and Serve America. For a selection of examples of service-learning programs involving special needs students, you can search the directory for keywords such as "disabilities" "disabled" "special needs" or "special education". Institute on Community Integration. Yes I Can: a Social Inclusion Curriculum for Students with and without Disabilities . Minneapolis: Author, 2001. http://ici.umn.edu/yesican/
Extractions: Library Services Bibliographies Service-Learning and Individuals with Disabilities Performing Service (Search Tips) Source: National Service-Learning Clearinghouse, September 2003 Articles and Resources Available Online Constitutional Rights Foundation. Service Learning and Special Education Service Learning Network 9 no. 2 (2002). Service-Learning NETWORK takes a look at schools and community groups that are applying service-learning to special populations. Cynthia McCauley describes an innovative program at Bay County High in Florida where special-education and mainstream students work in cooperative-learning groups to address community needs. Oregon teacher Bev Jackson writes about an effective program that uses service-learning as a key teaching methodology to keep at-risk students in school. Cynthia Belliveau and Sarah John of the Pennsylvania Student Service Alliance discuss the importance and feasibility of creating strong service-learning partnerships and collaboratives in their special-education initiatives. Cathleen Micheaels describes the newly opened East Bay Conservation Corps Charter School (EBCC) in Oakland, a pioneering school and research institute with a mission to incorporate service-learning and citizenship education throughout its curriculum. Kleinert, H. and Owens, J.
Youth With Special Needs - Learning Disability Children with learning disabilities need more time to think and complete Vocational special needs. Homewood, IL American Technical Publishers, Inc. http://www.urbanext.uiuc.edu/specialneeds/lrndisab.html
Extractions: Cerebral Palsy Deaf/Hearing Impaired Epilepsy Learning Disability ... Other Health Impairments Alfred A. Strauss, M.D., in the 1940s, was the first to describe the behaviors of children now identified as learning disabled or LD. Children and adults with learning disabilities are not mentally retarded or "slow to learn;" rather, most of these individuals have average or above-average intelligence. For an individual with a learning disability the messages to the brain become jumbled. This makes it difficult for them to learn in one or more of the academic areas; however, they can learn and become successful. For example, you may recognize some of these individuals who had LD: Thomas Edison, Albert Einstein, Beethoven, Louis Pasteur, Woodrow Wilson, Winston Churchill, and Nelson Rockefeller. They learned to compensate for their difficulties by learning in ways that are different from how other people may have learned.
Extractions: I am a parent of a child with special needs from the Selinsgrove School District. My daughter, Ashley Brubaker, is junior, attends the learning support program in the morning and the Work Activities Center in the afternoon. When she is a senior, she will have enough credits to graduate; but we have decided to keep her in the Work Activities Center, or the newly acquired apartment program, until she is 21 so she can receive additional training, with the hopes of entering the work force. I always assumed my daughter would be able to participate in graduation ceremonies with her class (although not receiving her diploma). However, I was told (by Cindy Vennie, the Director of Special Education) this is not possiblethe practice of the Selinsgrove School District is students staying in the school system could not participate in graduations ceremonies until they are officially leaving the school. I know the final decision lies with our school board.
Children With Special Needs special needs Network. Links page on lots of disabilities from Canada s SchoolNet Site. Comprehensive links for the field of school psychology. http://classweb.gmu.edu/classweb/awinsler/ordp/specnds.html
Extractions: Children with special needs - Outline General Their excellent DisAbility links page. Good links and information for practically any physical or psychological disability one can think of. Links page on lots of disabilities from Canada's SchoolNet Site. American Academy of Child and Adolescent Psychiatry's helpful informational sheets on many issues of child psychiatry and mental health. Comprehensive links for the field of school psychology. National Center for Kids Overcoming Crisis. Helpful descriptions of mental health issues often misunderstood, including ADHD, Autism, Communication Disorders, Conduct Disorder, Fragile X Syndrome, Low Birth Weight Babies, and Parental Grief and Adjustment to a Child with a Disability. From the Youth and Family Services Division, Victorian Government Department of Human Services, Australia. A report on the topic of special education for children with disabilities from the Center for the Future of Children , a component of the David and Lucile Packard Foundation.
The Arc Of Illinois The Arc of illinois is committed to empowering persons with disabilities to These programs serve critical needs that cannot be met by local school http://www.thearcofil.org/document.asp?did=368
TeachingArts.org : Music Community : General Resources > Special Needs Arts For All, an afterschool program in the performing arts for children with A special centralized library for musicians with disabilities features a http://www.teachingarts.org/music/directory/17/generalResources/specialNeeds
Extractions: These 2 Ask projects are finished but you can still read answers given to others. Top General Resources Special Needs American Music Therapy Association Web site of the American Music Therapy Association. Excellent site for anyone in search of a Music Therapist or a Music Therpist looking for a new position. Convention and membership information for clinics and seminars listed. Americans for the Arts: At-Risk Youth AMERICANS FOR THE ARTS is an "information clearinghouse with a 40-year track record of objective arts industry research dedicated to serving local communities and creating opportunities for every American to participate in and appreciate the arts." On the page of the larger site, At-Risk students are addressed with tools for partnerships in an after school setting. Programs include Metropolitan Life Foundation YouthARTS Initiative and Coming Up Taller. Arts for All, Inc.
FMPTIC - Information Links special needs Planning http//www.specialneedsplanning.org financial planning for families with a member who has a disability or special needs. http://www.fmptic.org/links.html
Extractions: Advocates for appropriate governmental policies, sets professional standards, provides continual professional development, advocates for newly and historically underserved individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice.
Parents And The School-to-Work Transition Of Special Needs Youth Parents and the Schoolto-Work Transition of special needs Youth For students with disabilities, the challenge of career selection and work preparation http://www.kidsource.com/kidsource/content4/special.needs.trans.html
Extractions: The school-to-work transition of the nation's youth has been a major focus of vocational education efforts for the past decade. Educators help students identify their interests and abilities, engage in career education and career development activities, and develop individual education plans. Although these activities are significant, their comprehensiveness and effectiveness are limited by staff and time. "The ratio of students to counselors in public high schools is almost 300 to 1; and school guidance counselors are able to spend less than one hour of every five on career counseling" (Otto 1989, p. 161). Add to this the unique and complicated counseling needs of students with disabilities and it becomes apparent that other actors, primarily parents, must be included in the school-to-work transition of youth. Will defines transition as "an outcome-oriented process encompassing a broad array of services and experiences that lead to employment" (Friedenberg et al. 1993, p. 235). The Individuals with Disabilities Education Act (IDEA) of 1990 defines transition services as "a coordinated set of activities for a student, designed within an outcome-oriented process, which promotes movement from school to post-school activities, including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation" (ibid.). This ERIC DIGEST looks at the challenges of effecting successful transitions, particularly for students with disabilities, and parents' roles in the transition process.
A Bad IDEA In addition to the physical and psychological disabilities that IDEA specifically Also, school officials can often exclude specialneeds students from 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.
Elsevier.com - Administering Special Education, 7 Administering special Education, 7 In Pursuit of Dignity and Autonomy calibrated to address the needs of each child determined to have a disability. http://www.elsevier.com/wps/find/bookdescription.cws_home/704619/description?nav
Elsevier.com - Administering Special Education, 7 Administering special Education, 7 In Pursuit of Dignity and Autonomy of the educational needs of children with disabilities and their attendant http://www.elsevier.com/wps/product/cws_home/704619
Extractions: Home Site map Regional Sites Advanced Product Search ... Administering Special Education, 7 Book information Product description Author information and services Ordering information Bibliographic and ordering information Conditions of sale Book related information Submit your book proposal Other books in same subject area About Elsevier Select your view ADMINISTERING SPECIAL EDUCATION, 7 The book proceeds from the broad consideration of rights and costs to more specific issues regarding the categorization of children and the disproportionality of the various racial and ethnic groups of children who may be improperly designated as disabled. Within the context of such classifications the book discusses the screening strategies on which the rights of children with disabilities are so delicately balanced. To inappropriately classify a child may result in a form of subtle discrimination or denial of a statutory right to the provision of a particular type of educational instruction or accommodation. As is indicated throughout this book, the assessment methods by which a child's free appropriate education is determined have become a science of considerable importance.
A Tale Of Two Cities According to disability experts, this school is not the first to ban latex We can respond to the special needs of students like the high school in http://www.2enewsletter.com/LCN journal article.htm
Extractions: The following article appeared in Journal 2004 , the publication of the Illinois Association for Gifted Children. It offers a look at who twice-exceptional children are and what they need to be successful. What Can We Learn from a Tale of Two Cities? By Linda C. Neumann This is not about the story by Dickens. This tale was recently reported by the Chicago Tribune newspaper. It is a tale about two school districts in two cities that coped with students special needs in two very different ways. The article described how a high school in a Chicago suburb is expecting a student next year with a life-threatening allergy to latex. Officials at the school have started addressing the situation a year in advance. Their goal is to make the school a latex-free zone by the time the student arrives. Already, officials have banned all latex products, from medical gloves, to swim caps, to balloons the standard decoration at school dances and graduation. They have educated the staff and students at the school about the need for the ban, and they have informed parents and other members of the outside community. Local florists, for example, know that the school can no longer accept deliveries of balloon bouquets. According to disability experts, this school is not the first to ban latex products. What sets it apart from others, however, is the lengths to which the school is going to accommodate the students special needs. The steps the school has taken go way beyond the requirement of the Americans with Disabilities Act to make reasonable accommodations. When asked about the schools efforts, the principal replied that the school was doing what was right and doable.
Special Needs Links EDUCATIONAL ALTERNATIVES for CHILDREN with special needs. About OneHanded Typing Related Services for School-Aged Children with Disabilities special 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: Guidelines for the Nurse in the School Setting The Guidelines for the Nurse in the School Setting must be viewed with the Adobe Acrobat Reader. If you do not have this reader, click here to download a free viewer from Adobe. Guidelines for the Nurse in the School Setting The Illinois Emergency Medical Services for Children (EMSC) program recognizes the unique field of school nursing and the multiple roles that the nurse in the school environment is called upon to perform. The intent of this manual is to provide nurses working in the school setting with a set of emergency care guidelines that can be utilized during the delivery of care to the ill or injured student. In addition, other resources are contained in this manual which school nurses may find useful to reference or integrate into their current practice. The EMSC School Nurse Task Force has worked to ensure that the information presented in this document is accurate and in accordance with professional standards in effect at the time of publication. It is hoped that this document becomes a valuable addition to the resources already available within the arena of school nursing practice. Because schools provide services to students throughout the childhood and adolescent years, it is important when utilizing this resource manual to remain cognizant of pediatric developmental stages as well as "age appropriate" services and information. A baseline understanding of pediatric developmental characteristics and a general knowledge of appropriate approaches in the assessment and management of the varied age groups will be beneficial. The assessment and treatment approach when dealing with an injured or ill kindergartner is quite different from that of a high-school student, especially when considering participation of the child in the decision making process, provision of educational information and level of parental involvement.
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
