Elkhart Central High School | Special Needs Central High School offers special education to students in four modalities The Mild Disabilities program serves the educational needs of the Learning http://www.blueblazers.org/spneeds.htm
Extractions: Central High School offers special education to students in four modalities: Emotionally Handicapped, Learning Disabled, Mildly Mentally Handicapped, and Moderately Mentally Handicapped. The classes are designed for those students who have been identified through testing and have a current Individualized Education Plan. Special Needs
Extractions: References School systems are responsible for ensuring that children with special needs are safely transported on all forms of federally approved transportation provided by the school system, and a plan should be developed to provide the most current and proper support to children with special transportation requirements. This statement provides current guidelines for the protection of child passengers with specific health care needs, including those with a tracheostomy, those requiring use of car seats, or those transported in wheelchairs. Guidelines that apply to general school transportation should be followed, including the training of staff, provision of nurses
Special Consider special needs for particular disabilities, such as special equipment, V. Encourage school administrators to seek help from federal, http://www.acu.edu/~armstrongl/geography/spec.htm
Extractions: Internet Special Education Resources Nationwide and International Services Bodin Associates More than 18 years experience in finding the right school or placement Advocates for Human Potential Educational Planning with Personalized Guidance Autistic Interactive Click Pages Over 200 pages of multimedia learning, support, and information services Educational Connections, LLC Find the right school or therapeutic program for your at-risk teen or special needs child Ellen Heard, Inc. Personally resarched school placement world-wide for at-risk or emotionally suffering teens dyslexia-lessons.com Specialist one-on-one tutoring worldwide EdAnywhere EducationalOptions, LLC Helps you find the right school or program for troubled or at risk teens Edufax (with Marcia Rubinstein) Educational consulting, placement, and advocacy Practice Effective Guidance Strategies (PEGS) Software to help teachers and homeschooling parents with effective teaching strategies School Finders helps parents locate the right school for at-risk, ADD, AD/HD, special needs, average and gifted children worldwide.
Purdue University Calumet | School Of Education EDPS 591 Integrating Students with special needs (3). EDCI 306 Teaching Readingin the Elementary School (3) OR EDCI 309 Reading in the Middle and Secondary http://www.calumet.purdue.edu/education/itp/learndisabld.html
Extractions: EDCI 606 Math in the Elementary School (3) EDPS 565 Advances in Intervention Strategies and Research in Teaching Children with Varying Exceptionalities (3) EDPS 563 Educational Assessment of Exceptional Children (3) One of the following: EDPS 568 Issues and Trends in Special Education (3) EDPS 564 MiMH: Historical Perspectives, Etiology and Characteristics (3) EDPS 574 Seriously Emotionally Handicapped Individuals: Historical Perspectives, Etiology and Characteristics (3) EDPS 566D Supervised Teaching of Exceptional Children with Varying Disabilities (4) *The student must take EDPS 260 or EDPS 591A before EDPS 577, and EDPS 577 must be taken before EDPS 565 or EDPS 563. These courses are only applicable to licensure in the state of Indiana. For Illinois requirements, you must contact the state of Illinois.
Extractions: ADA and Prisons These are selected cases on issue of applicability of Americans With Disabilities Act to prisons. Cases go both ways. First listed are those saying ADA does NOT apply, followed by those which say ADA DOES apply. This is not exhaustive list; it is intended to give a flavor for current caselaw. A case to watch is the 3d Cir.'s INMATES OF ALLEGHENY COUNTY in which, in September, 1996, a pro-ADA panel opinion was Cases holding ADA DOES apply to prisons ADA does not apply to prisons BRYANT v MADIGAN, 84 F.3d 246 (7th Cir. 1996). Paraplegic inmate sued prison employees under Eighth Amendment and Americans with Disabilities Act (ADA) for refusing request for guardrails for bed and denying him pain medication. HELD: No claim under ADA. QUOTE Court: Under ADA, re prisoners, "Even if such persons are protected, however, which we need not decide (for Congress may not have wanted to burden the states with the potentially enormous costs of making their prisons fully accessible to disabled visitors and employees), it would not necessarily follow that prisons or jails that offer educational or vocational programs for prisoners must redesign their programs to accommodate the needs of disabled prisoners. It is very far from clear that prisoners should be considered "qualified individual[s]" within the meaning of the Act. Could Congress really have intended disabled prisoners to be mainstreamed into an already highly restricted prison society?
Eduction And Academic Sources India Worldwide The Maddux special Education Home Page Information on Disabilities Information indiana School for the Blind - Offers pre-school through high school http://hindustan.net/education/educationforchallenged.html
School Bus Transportation News At STN Media School Bus Transportation of Children With special needs A recent amendmentto the Individuals with Disabilities Education Act has established http://www.stnonline.com/stn/industryarchives/pediatricians/aap_specneeds.htm
Extractions: of Children With Special Needs" Many school-aged children with handicaps are transported in school buses. A recent amendment to the Individuals with Disabilities Education Act has established requirements for infants and toddlers to have access todevelopmental and rehabilitation facilities. This amendment, to Part H of the Individuals with Disabitilites Education Act (enacted as part of Public Law 102-119), however, does not specify how these children are to be transported to these facilities, a responsibility that will be faced by many school systems. FMVSS 222 (School Bus Passenger Seaating and Crash Protection) established safety requirements for school bus interiors, but to date it only applied to ablebodied children. However, an amendment to FMVSS 222 becomes effective in January 1994 that applies to the securement of wheelchairs and their occupants in school buses. National recommended standards for special education school buses were revised in May 1990 by the Eleventh National Standards Conference on School Transportation.
McKay School Of Education :: Faculty & Staff Spotlight BYU Home McKay School News Faculty Staff Spotlight For the past twentyyears she has worked with minorities, special needs students, http://education.byu.edu/news/faculty/
Extractions: Acknowledging Contributions of McKay School Faculty and Staff Enculturating the young in a social and political democracy; Providing access to knowledge for all children and youth; Practicing a nurturing pedagogy (the art and science of teaching); Ensuring responsible stewardship of schools. These are the Moral Dimensions of Teaching Baugh is an Educational Leadership and Foundations professor and the director of the Center for the Improvement of Teacher Education and Schooling (CITES) . He was one of several presenters at the annual conference that brings together teachers, principals and superintendents from rural schools throughout Utah for the purpose of improving student learning. Baugh said the four moral dimensions are the philosophical under girding of the BYU-Public School Partnership Krystal Workman is the new secretary working in the Prior to working at the McKay School, Krystal spent a summer as an intern for National Geographic. Her primary duty was to review and narrow down hundreds of grant proposals the society receives. W hen her internship ended she came back to Utah to marry Jared, a Facilities Management student at BYU.
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 FETA Newsletter Flyers **Services** Orders Our Seminars Consults Communities Headline News Updates **Resources** Free Pubs Free Newsletters Disability Groups State DOEs PTI Centers International State Yellow Pgs Best School Sites Asmnt Terms **Book Store** Best Of Disabilities Special Ed IEPs Legal Strategy Negotiate Parents Kids Updates **Other** Search Subscribe About Us Link to Us Home Wrightslaw Home Our Books What's New Sitemap ... Topics Advocacy Library Doing Your Homework Articles FAQ's Tips ... Newsletter Archives Law Library
Extractions: These 2 Ask projects are finished but you can still read answers given to others. Top General Resources Special Needs Association of Hispanic Arts Promoting Latino arts and artists, the New York Association of Hispanic Arts (AHA), offers highlights of its quarterly magazine. Articles incorporate Latino music and film, Afro-Cuban and Afro-Puerto Rican folklore and a Latina playwrights journey. Information on opportunities, workshops, fellowships and grants are available. LOLA Net, Latino On-Line Arts Network, offers a searchable database for artists and cultural organizations around the country. American Art Therapy Association The American Art Therapy Association is an organization of professionals trained in both art and therapy. Dedicated to the belief that the creative process of making of art is both healing and life enhancing, art therapists work in a variety of settings including education. Educational, professional, and ethical standards and the universities with programs are listed. Research and journal articles are also available. 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.
Archived: Educational Placements Of Students With Disabilities is available to meet the needs of children with disabilities for special Separate school includes students who receive special education and related http://www.ed.gov/pubs/OSEP95AnlRpt/ch1c.html
Extractions: A r c h i v e d I n f o r m a t i o n To Assure the Free Appropriate Public Education of all Children with Disabilities - 1995 Part B of IDEA and its implementing regulations require "that, to the maximum extent appropriate, children with disabilities, including children in public and private institutions and other care facilities, should be educated with children who are not disabled; and that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature and severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily" (34 CFR 300.550). The Part B regulations further specify that "a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services" (34 CFR 300.551). Each year, OSEP collects data from States and Outlying Areas on the number of students with disabilities served in each of six different educational environments: regular class, resource room, separate class, public or private separate school, public or private residential facility, and homebound/hospital placements. The data are collected by age group for students age 3 through 21 and by disability for students age 6 through 21. Regular class includes students who receive the majority of their education program in a regular classroom and receive special education and related services outside the regular classroom for less than 21 percent of the school day. It includes children placed in a regular class and receiving special education within the regular class, as well as children placed in a regular class and receiving special education outside the regular class.
Extractions: Related Articles Other Articles This Week School Issues Center Archives: ... Assessment School Issues Article S C H O O L I S S U E S A R T I C L E Can high-stakes tests cure what ails education? Today, Education World explores the issue of high-stakes testing. We examine whether the tests hurt some students, especially English-learning, low-income, and learning-disabled students. It sounds so simple: Test kids on what they should know, and hold teachers and students accountable for those scores. If students don't pass the test, then hold them back a grade or deny them their high school diploma. Are High-Stakes Tests the Answer?
Extractions: Posted: 09/25/2000 03:28 pm Last Updated: 2000-09-25 17:35:17-05 South Bend - A teacher of special education classes who once intended to be the first woman president of the United States, Kurran Strunk of the South Bend Community School Corporation, was named today as Indiana's 2001 Teacher of the Year by Superintendent of Public Instruction Suellen Reed. Mrs. Strunk's selection was announced in a surprise ceremony at Muessel Elementary School, where she has taught emotionally handicapped, learning disabled, and mildly mentally handicapped children seven years in a general education classroom. "I am numb. I am just in shock. I'm the happiest I've been since my wedding day," said an emotional Ms. Strunk after the ceremony.
Adopting.com Resources For Special Needs Children Children with special needs A listing of resources on the internet. The National Information Center for Children and Youth with Disabilities http://www.adopting.com/special.html
Extractions: Email: info@radzebra.org The Attachment Disorder Network is a national organization dedicated to education, support and advocacy for families dealing with attachment disorder and attachment issues. We feature a bimonthly newsletter and a packet of information to get new parents started on their journey. The Attachment Disorder Site URL: http://www.attachmentdisorder.net Email: nancyjhg@hotmail.com This site is for those who have adopted special needs children either domestically or internationally. It is a site that will also benefit foster parents. This site focuses, but is not limited to, attachment and bonding issues. Attachment Disorder Support Group URL http://www.syix.com/adsg/
Special Education We feel she will not make it through school .The special needs teacher is notunderstanding her disabilities.We are hoping with our persistence we can put http://www.suite101.com/discussion.cfm/special_needs/35623
Federal Disabilities Legislation Over 5 million children with disabilities ages 321 receive special education and Through the Inclusion Project, more children with special needs, http://www.nccic.org/pubs/passages/appx2.html
Extractions: DEC Position Statement on Inclusion ... Release #7, "The Benefits of Inclusive Education: Making It Work" Federal Disabilities Legislation Individuals with Disabilities Education Act (IDEA) is a federal education program to provide federal financial assistance to State and local education agencies to guarantee special education and related services to eligible children with disabilities, aged birth through 5. Under the legislation, states have the responsibility to provide a free, appropriate public education and must develop an Individualized Education Program for each child served. Parts of this law were formerly known as the Education for all Handicapped Children Act of 1975, as PL 94-142 and as the Education of the Handicapped Act (EHA) of 1986. Part B of the Individuals with Disabilities Education Act is the state and local grant program.
Extractions: @import url(/ender/ender.css); Skip Ender Navigation Agency Listing Policies var dir = location.href.substring(0,location.href.lastIndexOf('www.in.gov/')); var url = location.href.substring(dir.length,location.href.length+1); document.write("Text Only") Contact Webmaster Help document.write(ender); Site Map What's New Contact Us Translate This Page ... Home On Target is a monthly publication of the Indiana Governor's Planning Council for People with Disabilities. We welcome your suggestions for newsletter content and ideas concerning the actions of the Council. On Target is made available in accessible formats upon request. General election: October 10, 2000 Suellen Jackson-Boner
Past Issues - March/April 1999 At Bloomington High School North in Bloomington, IN, special education students from Kids with learning disabilities, in particular, need a lot of http://www.edletter.org/past/issues/1999-ma/coteaching.shtml
Extractions: By Millicent Lawton When Ronni Swan's principal at Starms Discovery Learning Center in Milwaukee asked her to co-teach this school year with a special educator, Swan balked. A general education teacher, Swan had already had a bad experience trying to co-teach, and the memory made her leery. But the push on co-teaching was part of the multiage elementary school's mission to weave disabled students into all regular classes. So, Swan agreed reluctantly-and then worried. As it happens, her pairing with teacher Paige Richards has worked so well it's made her a believer in co-teaching. "I would never go back to just teaching regular ed [by myself]," Swan says firmly. "It's no fun. It's lonely." Swan also believes the students benefit academically from having two teachers present, each with different strengths. Swan's strong suit is language arts, while Richards' is science. Richards, the special educator, also raves about co-teaching and being able to mix special ed and regular ed children together. "I feel like the benefits of inclusion far outweigh anything in a self-contained [special education] classroom," she says. She cites in particular the progress of one 10-year-old mentally retarded boy she has taught for three years in an inclusion class at the school. When he started in the multiage class, the boy had poor social skills and couldn't stay on task. Now the boy can "tell you what he did over the weekend. He can tell you two or three things in a row, on a topic, and then switch to something else. That's a goal we had for his IEP (Individualized Education Plan)."
