CLEARFIELD ELEMENTARY SCHOOL A needs assessment aligned to the kentucky Standards and Indications was special programs aimed at family literacy are held throughout the school year http://www.rowan.k12.ky.us/cip-ces.htm
Extractions: Clearfield Elementary School COMPREHENSIVE SCHOOl IMPROVEMENT Plan SCHOOL ASSURANCE REVIEW SCHOOL YEAR 2005-2006 The Clearfield Elementary school council and school planning committee reviewed the Assurances in the Kentucky Comprehensive Improvement Planning School Framework prior to approval of our plan. Tamela Buttry Plan Approved by the School Council: Date School Council Members: Tamela Buttry, Principal/Chairperson Joanne Lambertson, Teacher Joyce Perkins, Teacher Brian Wallace, Parent Penny Bowman, Parent Mary Greenhill, Teacher COMPREHENSIVE SCHOOL IMPROVEMENT PLAN EXECUTIVE SUMMARY: PLAN SUMMARY The CSIP for the biennial 2004-2006 contains two components, a math achievement component and an achievement gap component. The Math Component addresses strategies to increase by 14% the number of students scoring proficient or distinguished on the KCCT. After the CATS results for school year 2003-04 were analyzed by the faculty, the "Achievement Gap Component" was updated to focus on closing the gaps between students receiving free/reduced lunches and students who pay for lunches, student with disabilities and students with no disabilities , and male and female students. Process summary MISSION STATEMENT The Clearfield Elementary Mission Statement: "It is the mission of the Clearfield Elementary School to provide rich and appropriate educational and social experiences for all students so they may have an excellent foundation for the ongoing advancement of education and life choice skills". The mission of the school is posted in all areas of the school and the intent of the statement is discussed annually with the faculty.
Rights Advocate July 2005 / Kentucky Protection And Advocacy Students With special needs In School (Better known as Assistive Technology) . July 268th Annual ADA Rally 2005; The ADA Action Network of kentucky http://www.kypa.net/news/RightsAdvocate_2005_07.html
Extractions: Volume: 5 Number: 2 July, 2005 By Paul Phillips Ms. Cass Irvin The award this year goes to Ms. Cass Irvin. Ms. Irvin was born in Louisville and still lives there. At the age of nine, she contracted Polio while at a Girl Scout camp. She has been an advocate for the rights of people with disabilities for many years. She is also an author; and in that role, I believe she does some of her most effective advocacy. She is a regular contributor to the Disability Rag and Ragged Edge magazines. Her most recent work is the book Home Bound: Growing Up with a Disability in America Home Bound is a very important book. It's greatest strength is the political message that it delivers about disability. Breaking out of the familiar genres of disability books such as history, autobiography, inspirational, or catastrophe narratives, Irvin's book sets out a rhetoric of protest and consciousness-raising that mobilizes elements from more conventional disability books to create a fresh discourse of disability from inside the movement. She clearly and convincingly lays out the arguments for seeing disability as a sociopolitical issue, for recognizing its connections to the civil rights and women's movements, for disability pride, and for building community and a politicized consciousness. No other book that I know of attempts what this ambitious volume does. (Rosemarie Garland-Thomson, author of Extraordinary Bodies: Figuring Physical Disability in American Literature and Culture
The Cincinnati Post Planning for special needs The disabled require special financial strategies cognitive disabilities, into new programs next year when she leaves school. http://www.cincypost.com/2005/03/08/money030805.html
Extractions: M illions of American parents struggle with the day-to-day responsibilities of caring for physically or mentally disabled children, but often their biggest challenge is putting financial strategies in place to ensure that the kids are taken care of as they all grow older. For Christine and Donald Kriescher of New Franken, Wis., that has meant getting guardianship papers in order as their son Nick, 19, who is severely retarded and suffers from obsessive-compulsive disorder, approaches adulthood. And they'll need a power of attorney to help guide 20-year-old daughter Kandy, who has mild cognitive disabilities, into new programs next year when she leaves school. In addition, the Krieschers plan to redo their will and set up a special needs trust to transfer their insurance and savings to care for the children after their deaths.
KENTUCKY In February, the school Curriculum and needs Assessment/Professional D.Remediation strategies with special needs students need to include more http://www.grant.k12.ky.us/contents/CSIPS/DRECSIP.htm
Extractions: Dry Ridge Elementary School COMPREHENSIVE SCHOOl IMPROVEMENT Plan SCHOOL ASSURANCE REVIEW SCHOOL YEAR 2005-2006 The Dry Ridge Elementary school council and school planning committee reviewed the Assurances in the Kentucky Comprehensive Improvement Planning School Framework (2003) prior to approval of our plan. Chairperson, School Council Date Chairperson, School Planning Committee Date Plan Approved by the School Council: Date School Council Members: Ralph W. Rose, Chair Pam Hutchinson, Teacher Ellen ONan, Parent Elisha Stecht, Teacher Linda Taylor, Teacher Julie Webster, Parent COMPREHENSIVE SCHOOL IMPROVEMENT PLAN EXECUTIVE SUMMARY: MISSION STATEMENT Where we learn to be a learner Dry Ridge Elementary is a learning-centered environment reflecting an active partnership of students, staff, parents, and community. We share an openness to seeking and evaluating new ideas, and creating an atmosphere conducive to developing responsible learners. We therefore believe: Each student is important and deserves respect. Every student can learn.
News A kentucky school district has agreed to allow an elementary school student to Alabama districts to join lawsuit over Medicaid cuts to special needs http://www.nsba.org/site/view.asp?TRACKID=&VID=1&CID=442&DID=8727
Welfare Reform Raises Many Education Questions The smaller maximum class sizes for special needs students could also place new Developed as one of the provisions of the kentucky Education Reform Act, http://www.kltprc.net/foresight/Chpt_3.htm
Extractions: published 1997 Included in this group of broader issues are indirect social and economic effects on education that will almost certainly result from welfare reform. Each is potentially costly in terms of human and monetary capital, and only effective planning and careful development of flexible programs will prevent financial and programmatic failure. Perhaps the most significant social problem that will affect schools is the potential breakdown of extended family networks in many localities. Historically, the extended family has offered housing, food, child care and other necessities to relatives who have suffered financial setbacks. One of the approaches to moving welfare recipients into the labor force now under discussion is that of relocating them from high-unemployment to low-unemployment areas. If such relocation occurs and the bonds of extended families are strained or severed, several educational issues emerge that ultimately must be addressed. Many of the people who would be relocated now live with family members, but they will require housing in a new location. Will a sufficient supply of low-income housing be available in the areas of relocation to meet the needs of this population? If not, who will finance and build the required homes? If parents work, will sufficient child care exist and will it be affordable? Finally, what happens when current recipients refuse to move and subsequently have their benefits terminated?
NACAC State Profiles kentuckys legal definition of special needs is as follows. In order for a childto qualify for Graduates from high school by age nineteen (19); and http://www.nacac.org/stateprofiles/kentucky.html
Extractions: E-mail: cwhelanc@yahoo.com adoption.assistance@nacac.org . If you have state-specific questions, please call your state subsidy contact person or the NACAC subsidy representative (both listed above) for more information. In order for a child to qualify for adoption assistance, three criteria must be met and the child must meet one or more of the special needs criteria. The state shall determine that the child shall not be returned to the home of his parents (e.g., TPR).
Untitled Document special Touch An organization whose goal is to provide disabled individualsaround the Therapy/Respite Camps Kids with Autism and other special needs http://www.uwosh.edu/phys_ed/programs/adaptedpe/campsforind.php
Extractions: Oshkosh, WI 54901 Phone: (920) 424-1231 Email: schmidtw@uwosh.edu Alternative Summer Camps [ Kids/Teens/Mature Teens ] - Therapeutic wilderness experiences for adolescents, pre-teens, and adults. Descriptions and links for a variety of programs in different states. Aspen Camp School for the Deaf - Summer and winter camp programs for kids ages 8-18 who are deaf or hard of hearing. Australia - Camp Quality - A non-profit, volunteer organisation providing support for children with cancer. Fourteen Australian locations covering every State and Territory in Australia. Over 4000 families each year participate in the programme and more than 34 children's camps are held each year. The Australian programme also includes Family Cluster Weekend Camps, special family activities, hospital visits, parent and grandparent luncheons and a newsletter 6 times a year. Brigadoon [ Kids/Teens/Mature Teens ] - A feature not-for-profit, year-round camp facility for special children and youth with chronic illnesses.
Individual Education Growing That includes 8000 students in Northern kentucky and 18000 in Hamilton County.special education ranks are growing because doctors, parents and schools are http://news.cincinnati.com/apps/pbcs.dll/article?AID=/20050522/NEWS0102/50522037
DISABILITIES.htm of disabled children was higher among parents with less than a high school This study implied that children with special needs are at an increased http://www.kean.edu/~schpsych/Projects98/DISABILITIES98.htm
Extractions: Working with Parents of Children with Disabilities Janice Rhodes, M.A. Kean University Bloom, B. (1996). Parent survey: The experience of parenting a child with disabilities (Clearinghouse No. EC 304707). Saskatchewan, Canada. (ERIC Document Reproduction Service No. ED 392234). This is the second part of a four-part study that used qualitative methods and descriptive statistics to examine child mental retardation from the perspective of the family. Ninety-five mothers of children with mental retardation were questioned using both a questionnaire and open-ended questions to allow them to articulate their own experiences in their own words. The data were analyzed with regard to the children's and mothers' needs and experiences, including those in education. In addition, these experiences were compared with those of families from part one of the study. The report also offers recommendations in terms of attitude change and policy change. These recommendations support the current levels of understanding regarding the "best practices" for giving services to families and children with disabilities. (11 references). Key words: Child rearing, parent/child relationship, educational experience, parent/school relationship, family relationship.
Pitt Academy Is A Unique, Ungraded School ungraded Catholic school that exclusively serves specialneeds students. Pitt addresses the needs of students from all denominations, ages 5 through http://www.pitt.com/comments1.htm
Extractions: Pitt Academy is a unique, ungraded school When you walk through the corridors of Pitt Academy, on Poplar Level Road, you are immediately aware that you're in a Catholic school. A sign that reads, "Christ is the reason for this school," is placed in a prominent position on the wall as you enter the main building. Student art work decorates the hallways. Classrooms are filled with eager students actively engaged in learning. Students are feverishly pointing and clicking their way, round the Internet in the computer lab. Another Catholic school of excellence? Definitely. Distinctive? Most assuredly. Pitt Academy is a unique, ungraded Catholic school that exclusively serves special-needs students. It is the only school of its kind in the Archdiocese of Louisville. Pitt addresses the needs of students from all denominations, ages 5 through 18, with such diagnoses as learning disabled, central nervous system dysfunction, language processing disorders, auditory processing disorders, developmental delay, attention deficit disorder, neurological impairment and speech and language delays. Students receive academic training in traditional subjects, as well as speech and communication therapy that corresponds to-their needs. And at the heart of Pitt's curriculum is an exceptional technology program.
CHAPTER 15 kentucky School Boards Association. 260 Democrat Drive Frankfort, KY 40601Phone (800) 3722962 special Education Service Student Support http://www.ksba.org/chpt15.htm
Extractions: Home About KSBA ... Contact Us "A brighter future through better public schools" CHAPTER 15 SPECIAL EDUCATION One of the most litigious areas of public education is special education. Federal laws, regulations, and local procedures greatly impact programming for students with disabilities. The Individuals with Disabilities Act (IDEA) most directly applies to special education programs in local school districts. Some of the key requirements of this law are: An ongoing Child Find effort to locate all students with disabilities in the area served by the district. School Based Admissions Release Committees (ARC) to ensure due process throughout the process of identification, evaluation, and placement. Evaluations to determine student eligibility and needs. Development of an Individual Education Plan (IEP) for each student found eligible for special education services. Involvement of parents throughout the process, including making them aware of a detailed set of parent rights. Provision of due process hearings as a mechanism to solve disputes that cannot be resolved through other means.
Exc Children Meet Our Staff special Education Resources Extended School Services Ms. Scott also serveson the kentucky Education Professional Standards Board (EPSB) Accreditation http://www.education.ky.gov/KDE/Instructional Resources/Student and Family Suppo
Extractions: @import "/NR/Unmanaged/CSS/KDE-view.css"; Administrative Resources Instructional Resources Early Childhood Development Preschool ... Additional Information About Exceptional Children Services Meet Our Staff Upcoming Events Fall Conference for Exceptional Children Low Incidence Institute 2005 E' Specially DECS ... Search Tips KY Department of Education Administrative Resources Instructional Resources Site Map R. Larry Taylor, Division Director Renee Scott, Administration and Accountability Branch Manager: Professional Development for Culturally Responsive Instruction: A Promising Practice for Addressing the Disproportionate Representation of Students of Color in Special Education ( Teacher Education and Special Education, Volume 26, Number 1, Winter 2003). Linda Atwood, Consultant: Linda ensures that all children with disabilities are provided a free appropriate public education through the monitoring of local school district's special education programs and investigating formal complaints related to the identification, evaluation, and placement of students. Her knowledge of special education issues is also used to answer parent and other concerned citizen e-mail and phone calls daily. Gwen Buffington, Consultant:
Special Needs Family Fun - Assistive Assist special needs family fun assistive assist. Nanopac Products for thedisabled blindness, low vision, carpal tunnel, repetitive stress injury, http://www.specialneedsfamilyfun.com/files/assistiveassist.html
Special Education Resource Site special needs Education Network (SNE) Home Page special Education Links The School-to-Work Outreach Project- special Education Outreach Project. http://www.wcape.school.za/subject/speced/spechome.htm
Extractions: CHI Committee Home Page offers advice and support for all those concerned with the well being of of children of high intelligence. A.D.D. WareHouse Online Catalog - Products for Attention Deficit Disorder. ADHD Owner's Manual - Practical Help and Useful Tips on the latest Interventions and Methods, Medications and other Interventions for the child With ADHD How Teachers and Educators can effectively reach the Hyperactive/ADD Child ATTENTION DEFICIT DISORDER - description and signs/symptoms of ADD: Beverly Price: Journey into ADD. Calliope Books: ADD - Literature about Attention Deficit Disorder/ADHD. Children and Adults with Attention Deficit Disorder - How to cope with ADHD in children and adults, for parents, teachers and children alike.
Public Interest: Revamping Special Education Full text of the article, Revamping special education from Public for localschool districts to identify merely lowachieving students as disabled. http://www.findarticles.com/p/articles/mi_m0377/is_2001_Summer/ai_76812254
Extractions: Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it. PRIOR to the 1950s, the federal government was not routinely involved in the education of children with special needs. A few federal laws had been passed to provide direct educational benefits to persons with disabilities, mostly in the form of grants to states for residential asylums for the "deaf and dumb, and to promote education of the blind." These laws, however, were in the tradition of providing residential arrangements for persons with serious disabilities, services that had existed since colonial times. Absent federal law, how-and even whether-children with disabilities were to be educated within the public schools was left to the discretion of the states and their local school districts. Although some public schools undoubtedly provided exceptional services to children with disabilities, others did not. Indeed, as recently as 1973, perhaps as many as one million students were denied enrollment in public schools solely on the basis of their disability.
Special Education FAQ A school with 20 students would be allocated two special education teachers.Based on the needs of the students, each teacher may work with all the students http://www.fcps.net/sped/faq.htm
Extractions: FCPS.net from A to Z: Quick Navigator Acceptable Use Policy Activity Fund Redbook Administration / Support Services Adult Education Advertisements for Bids Arts Calendar Assessment Attendance boundary maps Board of Education Board Policies Bullying Resource Bus Information Cultural resources directory Calendars Career and Technical CATS/CTBS Testing Information Channel 13 Classified Council Classroom web pages Community Education Community Links Comprehensive plan Curricum Map and Framework Counseling / Guidance Data / Research / Evaluation Directory, Support Services Early Start (Preschool) EBCE Educational Resources Educational Television Emergency Response / Crisis Management Employee Benefits Employment Enrolling in School Equity Office ESL - Foreign Languages FCPS Organizational Chart Facility usage fees Feedback Financial Services Food Service Finding Us / Maps Forms (Intended for staff use) FRYSC Community Resource Guide Gear Up program General Information Graduation Requirements Grants information Homebound / Hospital Individual Graduation Plan (IGP) Instructional Technology newsletter Intranet (Staff Only) KTIP Law Enforcement Learning Checks Literary Book Club Local Planning Committee Magnet School Information Media Services Menus, School lunch
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
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/
