Extractions: PDF version You Are Not Alone The Unplanned Journey Back to top by Patricia McGill Smith If you have recently learned that your child is developmentally delayed or has a disability (which may or may not be completely defined), this message may be for you. It is written from the personal perspective of a parent who has shared this experience and all that goes with it. Many things can be done to help yourself through this period of trauma. That is what this paper is all about. In order to talk about some of the good things that can happen to alleviate the anxiety, let us first take a look at some of the reactions that occur. On learning that their child may have a disability, most parents react in ways that have been shared by all parents before them who have also been faced with this disappointment and this enormous challenge. One of the first reactions is
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Learning Disabilities Ideal Lives ~ Information resources for special needs parents and Warning signsof learning disabilities in secondary school students occur as a pattern http://www.focusas.com/LearningDisabilities.html
Extractions: Focus Adolescent Services Need help for your teen? Call FocusAS M-F 9 am-5 pm ET Learning Disabilities Special Education ADD and ADHD Asperger Syndrome Click here to find out if your child is at-risk, displaying self-destructive behaviors, and needs your help and intervention. Home Resources State Directory Schools ... Contact ORGANIZATIONS All Kinds of Minds ~ A non-profit institute for the understanding of differences in learning. Council for Exceptional Children (CEC) ~ An organization for professionals in all areas of special education. CEC holds conferences, publishes newsletters and journals, and advocates for children with disabilities. Council for Learning Disabilities ~ An organization of professionals from diverse disciplines committed to the lifespan service of individuals with learning disabilities. Dyscalculia International Consortium ~ Global collaboration and communication concerning math learning disabilities. Hello Friend: The Ennis William Cosby Foundation International Dyslexia Association Learning Disabilities Association of America ~ Legal issues, advocacy, education, research, resources, fact sheets, state chapters, support groups.
Guide To The Individualized Education Program Each public school child who receives special education and related services all children with disabilities in the state who need special education and http://www.ed.gov/parents/needs/speced/iepguide/
Extractions: Take our online survey Prepare My Child for School Help My Child Read My Child's Academic Success My Child's Special Needs Disabilities Gifted English Language Acquisition Civil Rights ... College for My Child Select a Topic Accountability Accreditation Arts Choice Charter Schools Early Childhood FAFSA Faith-Based Find a School High Schools History International Ed Math Reading Safe Schools Science Suppl Services Teacher Quality Technology Advanced Search About ED Offices The purpose of this guidance is to assist educators, parents, and state and local educational agencies in implementing the requirements of Part B of the Individuals with Disabilities Education Act (IDEA) regarding Individualized Education Programs (IEPs) for children with disabilities, including preschool-aged children. (This guide does not address the development of Individualized Family Service Plans (IFSP) for infants and toddlers.)
UNI Is HOME For You? MD University of Colorado School of Medicine, 1988. Clinical Interests Childrenand adults with special health care needs developmental disabilities and http://uuhsc.utah.edu/unihome/staff.html
Extractions: Our Location Staff Physicians Scott R. Stiefel, M.D. Philip Baese, M.D. Deborah Bilder, M.D. Wilhelm Lehmann, M.D. Nurse Practitioners Barbara Siddoway Faust, MS, CPNP Bonnie Mintz Anderson, MS, CFNP Therapists Roger Christensen, LCSW Robert Bucciere, LCSW Edna Wilcock, RN, LCSW Support Coordinators Diana Platis Mark Lance Janet Davidson Taryn Nicksic-Springer Case Management Jeanette Miller Kim Pehrson Michelle Olsen Behavior Specialist Becky Glover Stephanie O'Brien Administration Josette T. Dorius, RN, MPH Dean Weedon Michelle Olsen Michelle joined the clinic in October 2004 as a certified medical assistant/case manager. Received an Associates Degree in Medical Assisting from Utah Career College in December 2002, and is currently working towards a Bachelors Degree in Health Administration. I am married to a wonderful man and we have two sons and a cat. My oldest son is 5yrs old and autistic and my baby is 2 yrs old and very spoiled. Our cat is 9 yrs old and she is also very spoiled.
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Extractions: This publication is a compilation of resources for professionals involved in school food service. The resources are in a variety of information formats: articles, books and full-text materials on the World Wide Web. The resources included for this list contain reliable information and are available nationwide. Your local library or bookstore can help you locate these materials. Other items can be obtained from the source listed. Opinions expressed in the publications do not necessarily reflect the views of the U.S. Department of Agriculture. Resources that are part of the National Agricultural Library (NAL) collection have an NAL Call Number listed. Lending and copy service information can be found at http://www.nal.usda.gov/fnic/general/lending.html . URLs are included when the material is available online in full text. Materials cannot be purchased from the Library. Please contact the publisher/producer if you wish to purchase any materials on this list. The categories are: A.
APH: Multiple Disabilities Survey Results A special thank you is extended to the following members of the APH plus havingadditional disabilities, identifies this group as having special needs http://www.aph.org/edresearch/md_results.html
Extractions: Introduction A special thank you is extended to the following members of the APH Multiple Disabilities Focus Group: Marie Amerson Georgia Academy for the Blind Scott Crawford Affiliated Blind of Louisiana Steven Davies DB-LINK/Perkins School for the Blind Marilyn Gense Oregon Department of Education Dr. Bernadette Kappen Overbrook School for the Blind Kathy Morgan Karen Nagel W. Ross Macdonald School Millie Smith Texas School for the Blind Outreach APH is especially appreciative of the insightful and enthusiastic responses from the field. At the end of a busy school year and into their summer vacations, many vision professionals took the extra time to respond to the survey. For this, APH and the field of visual impairment will be forever grateful. Summary The educator's single most important goal with children and adults who have severe disabilities is to encourage and develop the capacity and motivation to communicate and relate to the world around them, (Korsten, Dunn, Vernon, and Francke, 1989). Jan Van Dijk wrote that the lack of language influences very deeply the behavior of the child. Although Van Dijk's approach has been identified almost exclusively with programs for the deaf-blind, its focus on the cognitive and social precursors to language suggests applicability to broader populations of children who have severe disabilities (Battle and Stillman, 1984).
Ring Of Special Needs Children If your child has a special need or any other disability, we welcome you to My struggle to give my daighter the help she needs in the school system. http://p.webring.com/hub?ring=spneed&list
Special Education At A Crossroads :: CEC TODAY ONLINE But we need to remind ourselves that students with disabilities are today doing Other states offer alternate diplomas to students with special needs. http://www.cec.sped.org/bk/cectoday/oct_nov_dec_2004/crossroads.html
Extractions: Just a few of the questions special educators are asking include: Should students with disabilities be required to meet the same standards as their non-disabled peers? Will disability categories remain or will they fade away? Is a special education teacher a content specialist or an instructional strategist? What certification/ preparation does an educator need to fulfill the role of special education teacher? Because the answers to these questions will determine the future of special education and whether we are best serving students with disabilities, many experts say this is a time when we need to evaluate the advantages and disadvantages of the direction we are going in. Following is a discussion of the issues the field is facing in this time of change.
Special Education At A Crossroads (printable Version) special Education at a Crossroads. With the many changes engendered by No Child for students with disabilities as well as what services schools need to http://www.cec.sped.org/bk/cectoday/oct_nov_dec_2004/crossroads_print.html
Extractions: Just a few of the questions special educators are asking include: Should students with disabilities be required to meet the same standards as their non-disabled peers? Will disability categories remain or will they fade away? Is a special education teacher a content specialist or an instructional strategist? What certification/ preparation does an educator need to fulfill the role of special education teacher? Because the answers to these questions will determine the future of special education and whether we are best serving students with disabilities, many experts say this is a time when we need to evaluate the advantages and disadvantages of the direction we are going in. Following is a discussion of the issues the field is facing in this time of change. Though many states had already instituted educational standards, No Child Left Behind pushed the stakes higher, especially for students with disabilities. While this has won proponents and detractors, many special education experts maintain that raising the bar for students with special needs is a positive move.
Extractions: Glossary of Commonly Used Terms and Abbreviations ADA ASSESSMENT BIP - Behavioral Intervention Plan (sometimes referred to as a Behavior Management Plan or a Behavior Support Plan). A BIP includes practical and specific strategies and positive supports designed to increase or reduce certain behaviors. CASE MANAGER / SERVICE COORDINATOR / TEAM LEADER COMAR CSPD DUE PROCESS EVALUATION ESY FAPE FBA IDEA IEE IEP INDIVIDUALIZED EDUCATION PROGRAM (IEP) TEAM IFSP LCC LMB LRE LSS MANIFESTATION DETERMINATION - Decision whether inappropriate and/or dangerous behavior is understood by the child and whether the child can control that behavior. A manifestation determination may be required after a student has been removed from school as a disciplinary action. MSDE MEDIATION PLOP - Present Level of Performance as applied to the goals and objectives in an IEP. SCC SCREENING SEA SECTION 504 SRI Email directly to the Parents' Place of Maryland
USCJ: Jewish Special Education National Disability Organizations A directory of toll-free telephone numbers and program planners services learners with special needs/ disabilities. http://www.uscj.org/Jewish_Special_Educa5273.html
Extractions: Resources, Materials, and Organizations RESOURCES 1. United Synagogue of Conservative Judaism - For consultations and referral contact Department of Education, 155 Fifth Avenue, New York, NY 10010, 212-533-7800 x 2509, e-mail: Education@uscj.org and/or your United Synagogue Regional office. 2. National Disability Organizations - A directory of toll-free telephone numbers is available through United Synagogue Department of Education, 212-533-7800 x 2500. Disabilities: A Two-Way Street, Ideas For Inclusive Programming - Women's League for Conservative Judaism, 48 E. 74 St., New York, NY 10021, 212-628-1600, 800-628-5083, fax: 212-772-3507. Access Resources Information , Resources - Judy Cohen, Executive Director, 340 W. 28th St., Suite 6J, New York, NY 10001, 212-741-3758 (Voice/TTY/TDD). Services mainly northeastern states.
AAPD-Supreme Court To Hear Special Education Case AAPD is a nonprofit cross-disability organization whose goals are unity, High Court to Hear Md. special-Ed Case schools Must Prove Adherence to http://www.aapd-dc.org/News/disability/MdSpecEd.html
Extractions: Washington Post Staff Writers High Court to Hear Md. Special-Ed Case Schools Must Prove Adherence to Disabilities Law, Couple's Suit Asserts The Supreme Court agreed yesterday to hear the case of a Montgomery County couple who contend that school officials, if challenged, must prove they are meeting their legal obligations to special education students. The justices will try to decide whether lower courts should place the burden of proof on schools or the plaintiff presumably the parents when a party sues under the Individuals with Disabilities Education Act. The law requires that public schools grant every disabled child a "free appropriate special education" tailored to the child's specific needs. The case, which has taken a tortuous, seven-year path through the educational and legal systems, could have a major impact on millions of parents and their children with special needs. It involves Brian Schaffer, who in 1997 was a seventh-grader with attention deficit hyperactivity disorder and was attending a private school that offered no special education programs. When Jocelyn Schaffer, Brian's mother, sought to enroll him at Herbert Hoover Middle School, the county offered a specially designed curriculum for Brian called an Individual Education Program. It called for 15.3 hours of special education and 45 minutes of speech therapy each week. After the parents expressed concern about that school's fairly large classes, according to court filings, the system offered the same individualized program at Robert Frost Middle School, where classes were smaller.
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EP Features - EP's Disability Awareness Night⢠- 2004 Honorees He is a participant in special Olympics and a star in his schools theatrical Jim Kelly Hall of Fame quarterback whose son has special needs (fatal http://www.eparent.com/welcome/features/dan_honorees_2004.htm
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Including Students With Disabilities-Readings have disabilities, are gifted, or are otherwise in need of support. Restructuring High schools for All Students Taking Inclusion to the Next Level. http://ericec.org/minibibs/eb14.html
Extractions: This book is designed to help educators provide effective instruction to students with disabilities in inclusive classrooms. Included topics include: concepts of inclusive society, schools, classrooms and services; legal foundations for inclusion and government support for education; qualities of inclusive schools and classrooms; individualized educational programming, assessment and diagnosis of problem situations and prescriptive teaching. Topics also addressed: the organization and management of inclusive schools and classrooms; structuring programs for all learners; individual strategies for designing and implementing comprehensive interventions and moving learners from restrictive to inclusive classrooms. Block, Martin E. (2000). A Teacher's Guide to Including Students with Disabilities in General Physical Education. Second Edition. Paul H. Brookes Publishing Co., P.O. Box 10624, Baltimore, MD 21285-0624.
Extractions: The Globe and Mail reported Oct. 1, 2003 that an estimated three million Canadians suffer from learning disabilities (LD). People with LD are not stupid; they simply learn and retain information differently. The most common of the 70 LDs are dyslexia difficulty in reading, writing, spelling and math and auditory processing disorders. An LD may also be indicated in a person with problems of attention, memory, reasoning, coordination, social competence and emotional maturity. Learning disability is a neurological disorder of uncertain cause, due to either genetic or environmental factors, such as prenatal exposure to toxic substances. Scientists say dyslexia has to do with the way the brain is wired. Learning disabilities can happen in four areas of learning: Recording information in the brain (input).
Extractions: Source: ERIC Clearinghouse on Handicapped and Gifted Children Reston VA. Alcohol and Other Drug Use by Adolescents with Disabilities. ERIC Digest #E506. Among industrialized nations of the world the United States has one of the highest rates of alcohol and other drug use. In recent years, while use of other drugs has leveled off or declined slightly among adolescents, use of alcohol continues at a very high rate. Numerous surveys of adolescent alcohol and drug use have been conducted during the past 20 years but very few of those studies have independently examined use by students enrolled in special education or have included students with disabilities in their samples. The data that do exist on alcohol and other drug use by adolescents and others with disabilities come primarily from clinical studies and geographically limited samples. The quality of the research is highly variable and numerous methodological problems exist. ARE STUDENTS WITH DISABLING CONDITIONS MORE LIKELY TO USE OR ABUSE ALCOHOL OR OTHER DRUGS THAN THEIR PEERS?
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