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.
Extractions: Caring Communities would like to thank the following organizations/agencies for their support! Most have agreed to assist us in publicizing the World of Possibilities Expos. They have offered to announce these events to their target populations by posting flyers, publishing newsletter articles, adding announcements to their website, and giving out free expo passes.
FAQ GT-LD Examines educational needs of students who are learning disabled and gifted Secondary School Students; *special Education; *special needs Students; http://ericec.org/faq/gt-ld.html
Extractions: My child has been content in a gifted program for several years. This year he appears to be struggling, and his grades have fallen. It was suggested that he might have a learning disability that hasn't been a problem until this year. Is this possible, and how can I get more information? According to a 1992 Dept. of Education Office for Civil Rights survey, there were 24,241 people in the United States who were identified as being both learning disabled and gifted. This number was probably an underestimate. Although services for children with learning disabilities are covered under PL 94-142 and IDEA, those laws do not address giftedness. There is no comparable federal legislation that addresses the rights and responsibilities of children who are both gifted and disabled. Most school systems identify and provide services to students with learning disabilities whose achievement level is significantly lower than their ability level. Gifted students with disabilities rarely meet the criteria, except for those whose disability is so severe that their giftedness does not compensate for the disability. In such cases, a state might be unwilling to "double label" gifted children with disabilities and may not provide services under both codes. An article by Linda Brody and Carol Mills provides a comprehensive explanation of these issues (http://www.ldonline.org/ld_indepth/gt_ld/nrcgt.html).
Resources Justice, Justice for All; Promoting Disability Awareness in the Jewish Community Teaching special needs Students in Jewish schools. http://archive.jesna.org/cgi-bin/webpages.php3?op2=ne_ressne
The School Years Provides information and support for parents and caregivers of school childrenwith special needs. maryland Developmental Disabilities Council Link. http://family-networks.org/school_aged.cfm
Extractions: It is amazing how quickly the excitement and anxiety of your child's very first day of school gives way to the passage from grade to grade, and eventually in to adolescence. An exuberant five year old gradually develops into a pre-teen, then teenager before your very eyes. For your child, the school years are a time of making new friends, increasing independence, learning, and developing self-esteem and self-confidence. It's a time for emerging from the home, and becoming a part of the greater community. These passages are common for all children, but can be very challenging to children with disabilities and their families. Achieving developmental milestones and learning requires great effort for children with disabilities. And, parents and caregivers must learn new skills to become effective advocates for their child. A new vocabulary begins to develop: IEPs, entitlements, educational accommodations, related services, IDEA
Mini-Grant Activities A project of the maryland Developmental Disabilities Council under a grant from To provide trained respite workers to meet the special needs of Jewish http://family-networks.org/minigrants.cfm
Extractions: A collaborative effort between Bay Shore Services, Inc. and The Arc of Worcester County, Inc., H.A.M. will outreach to families and individuals with disabilities in Wicomico, Worcester, Talbot, Caroline, Queen Anne, Cecil, Dorchester, Somerset and Kent counties. Special emphasis will be placed on outreach to minority and non-native English speaking families. The goals of the project include: Outreach and education to families and individuals about services and programs available on the shore Organize advocacy workshops for families and individuals with disabilities Provide information, resources and contacts needed to empower individuals and families to access programs not traditionally available to people with disabilities
JHU Center For Technology In Education JHU and the maryland State Department of Education (MSDE) joined forces to the quality of life of all children, particularly those with special needs. http://cte.jhu.edu/aboutus_history.html
Extractions: In 1986, the Center for Technology in Human Disabilities (CTHD) was founded to realize the vision of the late Gilbert Schiffman Our strong relationship with our two partner organizations and the influence of the prevailing trends toward introducing technology into the classroom and educating children with disabilities in the least restrictive environments led to the vision of the Center for Technology in Education. Jacqueline Nunn In response to those new directions and a refined mission, the Center was re-invented as the Center for Technology in Education in 1991 and moved to a new location in the Northbend Professional Development Center in Baltimore City. At that time, the Center began to emphasize the use of technology to improve the lives of children and youth from birth to age 21 through innovative and effective uses of technology in education. Since 1999, CTE honed its expertise in six critical areas: Data-driven decision-making for leaders, evidence-based instruction, assistive technology, leadership development, online learning and communities of practice, and emerging technologies and tool development. Today CTE applies its expertise in these areas in a wide array of programs, projects, and research activities that increase the capabilities of teachers, parents, schools, and school administrators, with the end result the improvement of education for all children
SEVERE AND/OR MULTIPLE DISABILITIES Fact Sheet Number 10 (FS10 schools are addressing the needs of students in several ways, for Childrenand Youth with Disabilities (NICHCY). Back To special Education Articles Page. http://www.theteachersguide.com/SevanMultDisFactSheet.html
Extractions: SEVERE AND/OR MULTIPLE DISABILITIES Fact Sheet Number 10 (FS10), 1997 NICHCY National Information Center for Children and Youth with Disabilities P.O. Box 1492 Washington, DC 20013 E-Mail: nichcy@aed.org URL: http://www.nichcy.org 1-800-695-0285 (Voice/TT) DEFINITION OF SEVERE AND/OR MULTIPLE DISABILITIES People with severe disabilities are those who traditionally have been labelled as having severe to profound mental retardation. These people require ongoing, extensive support in more than one major life activity in order to participate in integrated community settings and enjoy the quality of life available to people with fewer or no disabilities. They frequently have additional disabilities, including movement difficulties, sensory losses, and behavior problems. INCIDENCE In the 1994-95 school year, the states reported to the U.S. Department of Education that they provided services to 89,646 students with multiple disabilities (Eighteenth Annual Report to Congress, 1996.) CHARACTERISTICS Children and youth with severe or multiple disabilities may exhibit a wide range of characteristics, depending on the combination and severity of
Senator Mikulski Fights For Special Education And it allows schools to help students who need special attention, Caring fora disabled child can be exhausting. School should not be one of the many http://mikulski.senate.gov/record.cfm?id=205530
Extractions: Contributing Editor, 2e: Twice-Exceptional Newsletter Welcome to my site I hope you find it helpful. If this is your first visit, click here for a guide to the site. This site is named after the book Uniquely Gifted: Identifying and Meeting the Needs of the Twice-Exceptional Student , edited by Kiesa Kay. Twice-exceptional children (that is, intellectually gifted children with special needs such as AD/HD, learning disabilities, Asperger Syndrome, etc.) have a hard time of it in our education system - because their giftedness can mask their special needs and their special needs hide their giftedness, they are often labeled as "lazy", "unmotivated", "not trying". Many people don't even realize that a child can be both gifted and learning disabled; however, Linda Silverman, Ph.D., the director of the Gifted Development Center has found that fully 1/6 of the gifted children tested at the GDC have a learning difference of some type In addition to being special needs educational advisor for families with twice-exceptional children and Contributing Editor to the new publication 2e: Twice-Exceptional Newsletter , I am co-founder and co-listowner of the
Education Update - Special Education As a principal of a private school for learning disabled children, Offeringpsychotherapeutic services for Parents of special needs Children http://www.educationupdate.com/sections/special_education/index_04.html
Extractions: Dr. Scott Gaynor, Head of the Stephen Gaynor School, recently shared his dedication, passion and vision for his school. Housed in a landmarked townhouse on the Upper West Side, Dr. Scott Gaynor, whose grandmother founded the school which bears the namesake of his uncle, helps children with learning disabilities overcome the challenges they face so that they can ultimately transition to a mainstream environment. READ ARTICLE
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: Brian Schaffer attended private school in Maryland through seventh grade. He struggled academically, was diagnosed with "attention deficit hyperactivity disorder" and was told that his private school could not meet his needs because it had no special-education program at all. Brian's parents said the class size was too big, so Montgomery County offered the Individualized Education Plan, or IED, at another school 10 minutes away where classes were smaller. Brian's parents rejected this offer also and enrolled Brian in the private McLean School. The parents then appealed to a neutral hearing officer, claiming that under the federal Individuals With Disabilities Education Act, or IDEA, the individualized plan was inadequate and denied Brian a free appropriate public education and, thus, that Montgomery County had to pay Brian's private-school tuition. (The Web site for McLean School shows that eighth-grade tuition is $20,950).
Books On Disabilities For Parents And Students Living With A Brother Or Sister With special needs A Book For Sibs, a newstudent at Bear Country School who is disabled and uses a wheelchair, http://www.cesa4.k12.wi.us/programs-services/lrc/parentresources.htm
Extractions: Joey Pigza Loses Control [Sound Recording]. Listening Library, 2000. 3 sound cassettes: Unabridged. Read by the author. Summary: Joey, who is still taking medication to keep from getting too wired, goes to spend the summer with the hard-drinking father he has never known and tries to help the baseball team he coaches win the championship. FIC GAN Gantos, Jack. Joey Pigza Swallowed the Key [Sound recording]. Listening Library, 1999. Two sound cassettes: Unabridged. Read by the author. Summary: To the constant disappointment of his mother and his teachers, Joey has trouble paying attention or controlling his mood swings when his prescription medication wears off and he starts getting worked up and acting wired. This story goes a long way toward understanding children with ADHD and explores one child's search for help. FIC MAR Martin, Bill.
Learning Disabilities OnLine - LD-Indepth: Parenting Information Parenting a child with special needs is quite a challenge. Between Parentsand schools, Learning Disabilities Assoc. of America, LDA Newsbriefs, Vol. http://www.ldonline.org/ld_indepth/parenting/parenting.html
Extractions: Parenting a child with special needs is quite a challenge. Often, it means learning a whole new field, such as special education, diagnostic testing, and others, just so you can make informed decisions about your child. To help, we've gathered informative articles and useful forms to help you get organized, understand your rights and responsibilities, and provide support for your child at home and at school.
High School Information - Montgomery College, MD community program for students with special needs exiting high school. Montgomery College Grants for High School Students. maryland State Dual http://www.montgomerycollege.edu/Departments/studev/hsinfo.html
Extractions: For students who plan to attend Montgomery College after graduation from high school Admission for the Early Placement Program Attend Montgomery College while in high school @ MC American English Language Programs (our version of ESOL) Ask Questions About Attending MC Assessment/Placement Testing Methods of determining placement into college classes Career Programs - Degrees and certificates leading to employment Class Schedules ~ Credit Non-Credit College Catalog Online Completing a Four-Year Degree in Montgomery County The Universities at Shady Grove Community Education Challenge Program provides unique courses for adults with developmental disabilities. Graduate Transition Program (GTP).
School Bus Transportation News At STN Media Indeed, the Individuals with Disabilities Act allows a school district to ask DC schools transport about 3500 special needs students at about $40 http://www.stnonline.com/stn/articlearchive/bluth082000.htm
Extractions: for Transporting Students with Disabilities? By Dr. Linda Bluth * On the surface the announcement seemed a reasonable proposition. Officials with the Washington (D.C.) School District disclosed to the Washington Post details of a plan to pay parents of special needs children a stipend of between $3,000 to 7,500 per child, depending on where a child lives and goes to school, to transport their child to school. Their plan included sending a letter to parents notifying them of the proposed stipend. The practice of reimbursement is not uncommon nationwide when used on an individual student basis. The proposed stipend would represent a significant boost from the district's current policy of paying 31 cents a mile if parents drive their special needs child to school in lieu of yellow bus service. Indeed, the Individuals with Disabilities Act allows a school district to ask parents if they are willing to transport their child in exchange for reimbursement. However, case law is clear that parents whose children are eligible for the related service transportation, cannot be required to do so. Case law, huh? Well, whether it was case law or not, advocacy attornies promptly jumped on the proposal and challenged its legality, a development dutifully reported in the next edition of the Washington Post. The Post also reported district officials promptly decided to delay notifying special ed parents of the plan.
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