A Bad IDEA Seven years ago, my younger son was classified as learning disabled. Also,school officials can often exclude special-needs students from high-stakes 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.
About Lloyd High School The school also serves a small population of special needs, learning disabledand physically disabled students. Return to Table of Contents http://www.erlanger.k12.ky.us/lloyd/lhsabout.htm
Extractions: Return to the Lloyd High School Homepage The cities of Erlanger and Elsmere have long-valued their own educational system. With a combined population of almost 23,000 within the attendance district, the area is a racially integrated community, with primarily low to middle income families, supporting four elementary schools, one middle school, and one high school. Return to Table of Contents Lloyd Memorial High School is a comprehensive senior high school serving approximately 600 students in grades 9-12. Minorities represent 7% of the student population. The school day consists of six periods unless the student decides to take a early or late bird class. There are no study hall periods as all students are required to enroll in at least six classes. Return to Table of Contents Students may participate in a variety of academic programs based on their individual interests and needs. The majority of students receive instruction designed to prepare them for continuing education or training at the technical or college level. Students may also choose courses from the
Extractions: Therapy/Respite Camps for Kids This page evolves as people tell me about new camps, so if you know of camps that are not listed here, please email me so I can get the information posted here. If you direct a camp that would like a simple WWW page that describes your camp, I'll be pleased to put one up just email a description of the camp to me. Also, please let me know about any other WWW resources to which I should have a link. Thanks! Information about summer camps that focus on therapy for kids with special needs and/or respite for the kids and their families. I have broken it into national categories and regional categories in the USA: Apologies in advance if my sense of these regions differs from yours! If you cannot find an appropriate camp on this page I also have some links to other potentially useful pages as well as some other websites that list camps. I list all of the camps I know of, so please do not email me asking for help locating a camp. Thanks. Connecticut
Office Of Instruction And School Management Engaging Differences Project Sponsored by the University of kentucky, Parents Helping Parents Meeting children´s special needs through parents helping http://www.oism.cps.k12.il.us/dept_oss_resources.shtml
Extractions: OFFICE OF SPECIALIZED SERVICES Resource Connection Welcome to the Office of Specialized Services Resource Connection. This page gives a quick and effective guide to current sites on the World Wide Web with information on special education programs, resources and services. Administrators teachers parents , and students have through this site a virtual fingertip to the world of special education information. For more specific information please contact: Chicago Public Schools
IMLS: A Closer Look: Highlights Of The Month: Archives Libraries Breaking Down Barriers for special needs Patrons Other librarieshave thoughtful programs to help the disabled and the mentally handicapped http://www.imls.gov/closer/archive/hlt_l0301.htm
Extractions: The life-size "Kids on the Block" puppets come with personal stories that are used to teach children about disabilities. From left to right: On the table: Eddy Franklin, Joanne Spinoza, and David Franklin (autism). On the floor: Nicholas Murphy (hemophilia) and Renaldo Rodriguez (visually impaired). Data collected by the U.S. Bureau of the Census suggest that as many as 20 percent of the American population live with some level of disability and as many as 10 percent have a severe disability. These Americans rely on libraries to provide a range of materials and services to help them meet their information needs. Traditional offerings such as adaptive technology, large print books, books on tape, and books-by-mail are a staple at many libraries. Other libraries have thoughtful programs to help the disabled and the mentally handicapped overcome more basic challenges of self-esteem and integration into everyday society.
Nassau Education Job Search | Job Search.com special Education Teachers (Center For The disabled) One on one aide to workwith special needs children in pre k settings with direction from a special http://education.jobsearch.com/NewYork-Nassau.htm
Extractions: Quick Education Job Search Enter keywords: Enter city: Select state: - All United States - Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware D.C. Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming
Joblist Experience in working with children and parents with special needs, kentucky Certification. · Middle School or High School level with at least 1 year of http://www.jefferson.k12.ky.us/JobList/JOBLIST.html
Extractions: OnlineApplication September 21, 2005 Persons interested in the following position(s) should send letter of interest, current resume', and names and addresses of six (6) references to Ms. Lynne Wheat, Director, Administrator Recruitment and Development , P.O. Box 34020, Louisville, KY 40232-4020. All information must be received in Personnel Services by 4:30 p.m. on the deadline date. Assistant Director of Pupil Personnel - Pupil Personnel Lam Building Minimum qualifications: Masters Degree in education plus 15 hours in an approved program (specific endorsement for Director Pupil Personnel). Three (3) years classroom experience. Demonstrated aptitude for successful fulfillment of the responsibilities listed above. Desirable qualifications: Certification and experience in educational administration or management. Knowledge of state statutes and regulations related to pupil personnel services. Salary schedule IV, grade 10, 200 days. Deadline: September 23, 2005 Specialist III - Reading Curriculum and Assessment - Gheens Academy (Those who applied previously need not reapply) Minimum qualifications: Masters Degree or higher with area or major in area of assignment (Reading).
AADMD - Memberships - Academy Leadership Dr. Hood is an Associate Professor and Director of the special needs Dentistry President, Concerned Families of Hazelwood, Louisville , kentucky . http://www.aadmd.org/memberships/leadership.php
Extractions: Philip B. May, Jr., MD, Immediate Past President A graduate of the University of North Carolina School of Medicine, Dr. May completed his residency in Clinical Pathology and Internal Medicine and, subsequently, a fellowship in Endocrinology at Yale University and Case Western Reserve University Schools of Medicine. He has devoted the past 18 years to full time teaching, research, and service in the field of Developmental Medicine. Dr. May is currently a Clinical Associate Professor at the UMDNJ / Robert Wood Johnson Medical School in New Brunswick, New Jersey, where he is also the Director of the Developmental Medicine Program. Dr. May also serves as a Staff Physician at the Hunterdon Developmental Center in Clinton, New Jersey. Rick Rader, MD, Vice President and President Elect Dr. Rader is currently the Director of the Morton J. Kent Habilitation Center in Orange Grove Center , Chattanooga , TN where he is responsible for creating aging models for people with neurodevelopmental disabilities. He serves as the Editor in Chief for EP Magazine and as the Special Liaison for Family Healthcare for the Presidents Committee on Mental Retardation. Dr. Rader is also an Adjunct Professor of Human Development at the University of Tennessee - Chattanooga . He is member of the National Advisory Board of Last Passages, a program that addresses end of life scenarios, and a mentor to Project DOCC, a program in which parents teach the realities of chronic care to medical students and residents.
Eduction And Academic Sources India Worldwide Center for special needs Populations Promoting organizational change and community kentucky School for the Blind - Provides a variety of educational http://hindustan.net/education/educationforchallenged.html
SurfWax: News, Reviews And Articles On Kids With Special Needs School key to progress of kids with special needs Mar 10, 2005 Camp Barnabascaters to disabled campers, inspires volunteers Oct 20, 2004 http://news.surfwax.com/disabilities/files/Kids_With_Special_Needs.html
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.
Chasing The Dragon's Tale: The Dragon's Tale Of The Young And Disabled and Teachers Helping improve the life of specialneeds students . The schoolsand classrooms themselves must be brought up to date in the technological http://forum.belmont.edu/dragonstale/archives/2005/07/the_dragons_tal.html
Extractions: Main Mainstreaming disabled preschool students has been argued for years. Now, NCLB regulations have many school districts scrambling for innovative solutions to make learning a more measurably , productive experience. Winchester Kentucky is taking on some of those challenges with an awareness of the needs of teachers and of their special students: " Technology and Teachers: Helping improve the life of special-needs students The schools and classrooms themselves must be brought up to date in the technological world. There are many devices available that can ease the transition of both students and teachers alike, but the tools may be unavailable due to funding. With technology changing in the blink of an eye, a school may purchase an assistive device and find its usefulness greatly reduces time and money spent integrating the disabled child . However, by the time the school has raised enough money to purchase more of the devices, it may find the model is outdated and not manufactured anymore. This is a common pattern in the chase for the technology dragon. Research, grant writing, testing, budgeting, training, more testing, and implementation are not easily compressed activities...and the technology dragon isn't sticking around while the wheels of organizations spin. It is not always about
The City Of Winchester: Schools special Projects and Programs at the School Conkwright Middle School is known GRC, a public secondary school, is accredited by the kentucky State Board http://www.winchesterky.com/city/schools.html
Extractions: The information which appears on this page has been provided by the staff and students at each respective school. All pictures were taken by the Kentucky-in-Touch staff. We'd like to thank every school for gathering the information and helping us build this page. This is proof that we have a school system in Winchester-Clark County of which we can all be proud! School Name: CENTRAL ELEMENTARY Principal: Andy Biggers Address: 330 Mt. Sterling Rd. Number of Students: Student/Teacher Ratio: Grades Taught: K - 5 School Hours: Phone Number: School Colors: Black/Gold School Mascot: Tiger Short History of School: Central Elementary was constructed on the eastern edge of the Winchester city limits in 1954. The school is a one-story building housing 19 classrooms, a music room, a computer lab, library, gymnasium, and cafeteria. Central serves approximately 380 students from the northern and eastern sections of Clark County. Special Projects and Programs at the School: Central Elementary is committed to providing quality academic programs. Examples include: Title I, Gifted and Talented, Special Education, and ESS. The school has a very active PTO that works with the school in planning many activities. School Name CLARK MIDDLE SCHOOL Principal: Don Burkhead Address: One Educational Plaza Number of Students: Student/Teacher Ratio: Grades Taught: School Hours: Phone Number: Short History of School: Special Projects and Programs at the School: The Clark County Environmental Awareness Area was built by our students and staff with assistance from community and governmental groups. It is used as an outdoor classroom and consists of eight areas entitled: Bird Boxes, Ledge Rock Fence, Common Flowers and Plants and Trees. Students are invited to participate in many activities including: Academic Team, Football, Basketball, Girls' Basketball, Track, Cheerleading, Fellowship of Christian Athletes, Dance Team, 4-H, Junior Civitan, Beta Club, Yearbook Staff, Band, Chorus, Health Club, Walking Club, Student Council, and Students Against Drugs. We also offer a before school program in the Creative and Performing Arts.
Carol Chase Thomas, Ed.D. Ed.D. 1983 University of kentucky; special Education Personnel Interactiveteaming Enchancing Services for Students with special needs (3rd ed.). http://www.uncw.edu/people/ThomasCC/VITA.htm
Extractions: 3.2.5.2 LENGTH OF SCHOOL YEAR (IN DAYS) AND DAY (IN HOURS) For details of the organisation of 'standard' provision in mainstream schools, see sections: , (pre-compulsory level education) , (compulsory primary education) , (compulsory lower secondary education) , (upper secondary education) of the mainstream USA Archive. THAT IS, PROVISION FOR STUDENTS WITH PARTICULAR NEEDS SUCH AS THOSE WITH DISABILITIES, LEARNING DIFFICULTIES, HIGH ABILITY, BEHAVIOURAL DIFFICULTIES, OR THOSE FROM PARTICULAR ETHNIC GROUPS OR TRAVELLER COMMUNITIES General/national In accordance with the Individuals with Disabilities Education Act ( IDEA ), wherever possible, students requiring special education are catered for in mainstream publicly-funded education in their local school district, in educational settings with non-disabled students. Students with severe disabilities may, however, still be placed in self-contained classrooms within a mainstream/ordinary school for all or part of the day, or may be in special schools.
Serving Families With A Disabled Or Chronically Ill Household Member In addition, older disabled or chronically ill adults in TANF households are likely Adults with Mental Health needs and Children with special needs A http://www.financeproject.org/Publications/servingfamiliesIN.htm
Extractions: /* You may give each page an identifying name, server, and channel on the next lines. */ var pageName = ""; /**** DO NOT ALTER ANYTHING BELOW THIS LINE! ****/ var code = ' '; Vol. 7, No. 1 January 2003 Serving Families with a Disabled or Chronically Ill Household Member By Jan Kaplan Background Welfare agencies increasingly are focusing attention and resources on long-staying clients with multiple barriers to employment and long-term self-sufficiency. These clients are at increased risk of being sanctioned because of noncompliance with work participation requirements, and many are beginning to reach time limits on assistance. A significant number of long-staying clients have the primary caretaking responsibility for a household member with a chronic mental or physical health condition or disability; many have health conditions or physical disabilities themselves. These caretaking clients face unique challenges that often result in unstable or unsuccessful employment experiences. Little is known about the proportion of welfare clients with a disabled or chronically ill adult household member. In 1990, between 10 percent and 22 percent of women receiving cash assistance through the Aid to Families with Dependent Children (AFDC) cared for a disabled adult member of their household. Similar data for the Temporary Assistance for Needy Families (TANF) program population is not available. Disabilities affecting adults typically include mental illness, sensory impairments, and limitations on their ability to perform physical activities (Adler, 1993).
Disabled Students Move From Wings Into Spotlight Hope has Down syndrome and attends classes with eight other disabled Their special needs mean they re usually on the sidelines of school activities. http://www.enquirer.com/editions/2003/12/04/loc_kyplay04.html
Extractions: Hope Glenn doesn't usually get starring roles in plays. But there she was this week on stage at Ryle High School, wearing cats' ears, black clothing and a big grin. She sang. She improvised. She linked arms with fellow actors. It was an afternoon of belonging. Hope has Down syndrome and attends classes with eight other disabled youths at Ryle. Some use wheelchairs. Some have severe learning problems. Their special needs mean they're usually on the sidelines of school activities. Ann Fillmore is determined to change that. Today and Friday, she's putting on a play called Santa's Workshop with a cast of disabled and non-disabled teens. "I just thought, 'Hey, these kids can do a lot,' " says Fillmore, the special-education teacher at Ryle. Besides letting Hope and her classmates ham it up, the play showcases a course called Peer Tutoring, offered in about 60 Kentucky high schools.
Restaurant That Trains Disabled Needs A Hand Thursday, May 6, 2004. Restaurant that trains disabled needs a hand COVINGTON A Northern kentucky restaurant that has served as a training ground for http://www.enquirer.com/editions/2004/05/06/loc_kypoint06.html
Extractions: COVINGTON - A Northern Kentucky restaurant that has served as a training ground for developmentally disabled adults the past 22 years is struggling to stay in business. The Point Restaurant and Catering Co. in downtown Covington has operated in the red the past five years, and operators are appealing to the public to help erase its $60,000 deficit. "The Point Restaurant has been providing high school students and adults with developmental disabilities real-life, hands-on, paid training since 1982,'' the nonprofit organization says in its current newsletter. "Even though we are a training program . . . our restaurant's deficit over the last five years has increased. We need your help NOW to decrease this deficit and expand sales, enabling us to train even more individuals.'' "If we have meetings in our office, we'll get their boxed lunches,'' Williams said. "Most of our employees eat lunch here.'' The restaurant shares a name with its nonprofit operator, which offers educational, vocational, residential and social opportunities to developmentally disabled adults in Boone, Kenton and Campbell counties. The agency also operates a commercial cleaning company and laundry to train mentally retarded and developmentally disabled adults for jobs that are often hard to fill.
Number 2 Pencil: See Spot Stay At Home I ma mom of 4 w/ special needs and a special educator w/ 2 Master s in the fieldand 25+ kentucky s neighbor w/ equally uninformed school districts). http://www.kimberlyswygert.com/archives/002291.html
Extractions: Kimberly's take on testing and education reform Main Red tape and misunderstandings abound as a young epileptic is barred from bringing her service dog to school On 7-year-old Cheyenne Gilliam's first day at Mount Vernon Elementary yesterday, her new principal, Leon Davidson, explained to her classmates that the dog she brought to school isn't a pet: It's a working dog trained to respond to Cheyenne's epileptic seizures. But the pair's first day in second grade ended abruptly when Rockcastle County Schools Superintendent Larry Hammond notified Cheyenne's parents, Jennifer and Anthony Gilliam, that the dog was, in a manner of speaking, being suspended. Two hours after the day began, the family took the dog, and their daughter, home. Hammond said in an interview that he wants to find out whether the school is legally obligated to allow Cheyenne to bring Mikki, a 55-pound Weimaraner, into the classroom. The school board's attorney is reviewing the case. What seems to be giving the bureaucrats fits is that Cheyenne's mom wants Mikki to be around as a service dog, but doesn't want Cheyenne treated any differently than the other students. Given the misconceptions and shameful treatment that epileptics have been subject to in the past, I can understand why. But when Cheyenne's parents have refused to have an Individual Education Program (IEP) drawn up (apparently because it required an assessment of mental and emotional health), the school countered that, without an IEP, it was under no obligation to provide any sort of accommodation.
