Extractions: "We believe that every language learning disabled individual deserves the right to be taught in the way he or she learns best" The Massachusetts General Hospital Reading Disabilities Unit is located in the Wang Ambulatory Care Center, Suite 737 at 32 Fruit Street, Boston MA 02114. The telephone number is 617-726-2764. David N. Caplan M.D., Ph.D. serves as the Medical Director of the unit and Phyllis Meisel serves as Director of Reading Disabilities. To inquire about positions available in this department, contact Sanchita SenGupta at ssengupta@partners.org UNIT BACKGROUND The Reading disabilities Unit was founded in 1934 by Dr. Edwin M. Cole who had become interested in Dr. Samuel T. Orton's work and had gone to New York to observe and participate in that effort. The unit is part of the Neurology Service. In collaboration with Anna Gillingham and Bessie Stillman, Dr. Orton developed what has become known as the Orton-Gillingham approach to remediation. This is the approach which has been found effective in the Reading
Special Education And Communication Disorders Dr SE 510 Exceptional Children in the schools. special Education and TextIncluding Students with special needs, by Marilyn Friend and William D. http://webhost.bridgew.edu/lbattaglino/se510.htm
Extractions: Bridgewater State College Credits: Course Description: An orientation to all aspects of education pertaining to special needs children. Emphasis will be on educational characteristics of each area of exceptionality and the new role of special education in the schools. Chapter 766 and P.L. 94-142 (as amended) will be included. Text: Including Students with Special Needs by Marilyn Friend and William D. Bursuck Teaching Methods Employed in the Course: Active participation for the class is the described method. Students receive a list of mini-projects (see attached) that provide for active participation. Small group discussions follow lecture and on video presentations. Beliefs on Philosophy about Teaching: This course is a relevant introduction to the topics and issues involved in teaching children with special needs. Surveying these topics and issues provides participants with the necessary concepts and considerations for further study and improved teaching. Goals: Essential and important goals for this course are: Gaining factual knowledge (terminology, classifications, methods, trends).
Links For Special Needs FEDERATION FOR CHILDREN WITH special needs. www.fcsn.org massachusetts SPEDSCHOOL LISTINGS. www.spedschools.com. MASSPAC. www.masspac.org http://lhs.lexingtonma.org/Dept/Guidance/special_nds.html
Extractions: Special Needs Resources AGING AND DEVELOPMENT DISABILITIES www.uic.edu/orgs/rrtcamr/ AUTISM RESEARCH INSTITUTE www.autism.com/ari/ BOSTON INSTITUTE FOR ARTS THERAPY www.biat.org CADRE TECHNICAL ASSISTANCE CENTER FOR SPED www.directionservice.org/cadre CENTRAL MASS FOFC CALENDAR www.communitygateway.org/calendar.htm www.childcarecircuit.org/ CHILDREN MAKING STRIDES www.childrenmakingstrides.com Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) www.chadd.org www.magnet.state.ma.us/legis/comm/j14.htm THE ARC NATIONAL HEADQUARTERS www.thearc.org/ DEPARTMENT OF EDUCATION, FULL STAFF DIRECTORY www.doe.mass.edu/resources/phone.asp DEPARTMENT OF MENTAL HEALTH www.state.ma.us/eohhs/agencies/dmh.htm DEPARTMENT OF MENTAL RETARDATION http://www.dmr.state.ma.us/ DESIGNING A MORE USABLE WORLD www.trace.wisc.edu/world/web DISABILITY RESOURCES www.clearinghouse.net DISABILITY RESOURCES www.dbpeds.org/links FAMILIES ORGANIZING FOR CHANGE - CENTRAL MASS www.cmfoc.org FAMILY TIES RESOURCE GUIDE www.massfamilyties.org FAMILY TO FAMILY www.gis.net/~arcmass/fam-fam.htm
Developmental Disabilities & High School Graduation Can the school system force our son, who is developmentally disabled, special needs Find the latest information and suggestions about Learning http://familyeducation.com/article/0,1120,1-3650,00.html
Extractions: Robert K. Crabtree Question: The school system told us that our son will graduate from high school this June. He is developmentally disabled and has been on IEP's since kindergarten. He is now 18 and far from ready to enter the work force or live independently, though people have said he has the potential. We understand that once he graduates he will not receive any more special education services, but the school system says he has achieved all the goals of his IEP and is now ready to go. Can they force him to graduate? (They have been talking to him directly, too, and urging him to take his diploma so he can graduate with his classmates.) Answer: There are really three questions here: one concerning the circumstances under which a student with special education needs can be graduated; another concerning what procedures and legal remedies are available to parents and/or students when a student has been graduated prematurely; and a third concerning who can act for the student once s/he reaches the age of majority. IDEA Under IDEA , whenever a school system proposes to change "the identification, evaluation, or educational placement of [a child with special education needs] or the provision of a free appropriate public education to the child," the school must provide "written prior notice to the parents." [20 U.S.C. ?1415(b)-(1)(C)] Under current federal regulations that notice must include a description of other options considered, a description of the evaluations which justify the action, and a statement of reasons why the other options were rejected. [34 C.F.R. ?300.505 (This appears in ?300.503 of the proposed new regulations under IDEA 1997.)]
Disabilities Books: Key Phrases special needs Trust Administration Manual A Guide for Trustees written byfive massachusetts disability attorneys, is a practical reference guide that http://www.disabilitiesbooks.com/catalog.htm
Extractions: by Gary Karp A wheelchair is a tool of liberation, not confinement. With the right wheelchair, quality of life increases dramatically. In Choosing a Wheelchair, longtime chair user and ergonomics consultant Gary Karp guides you through the selection process to help you identify the chair that can provide optimal independence. Retail: $9.95
Disabilities Books: Key Phrases School of Education, University of massachusetts/Boston Families, physicians,and children with special needs collaborative education models. http://www.disabilitiesbooks.com/vita.htm
Extractions: Predoctoral Training: Clinical Psychology Trainee, Veterans Administration Hospital, Northampton, MA Graduate Fellow, U.S. Public Health Service, Clark University, Worcester, MA Clinical Psychology Clerkship, Worcester Youth Guidance Center, Worcester, MA Clinical Psychology Trainee, Veterans Administration Outpatient Clinic, Lowell, MA Clinical Psychology Trainee, Neurology Service, Veterans Administration Hospital, Boston, MA 1960-1961 Clinical Psychology Fellow, Child Clinical Psychology Intemship, Worcester Youth Guidance Center, Worcester, MA Research Fellow, Department of Psychology, Clark University, Worcester, MA
For Patients And Families - Children's Hospital Boston Federation of Children with special needs, massachusetts Promotes inclusionfor people with disabilities in massachusetts www.communityinclusion.org http://www.childrenshospital.org/patientsfamilies/Site1393/mainpageS1393P4sublev
Extractions: or find by letter: A-F G-L M-R S-Z For Patients and Families For Patients and Families International Patients Locations Your Visit ... Resources Guide Education/Jobs Education/Jobs This section includes information about employment and education, including commonly requested states' special education programs. There are resources for inclusion of children with special needs into schools as well as the workplace. Also see section on Advocacy/Legal for information on school advocates. Connecticut State Department of Education: Bureau of Special Education
Extractions: Disabilities Commission Welcome to the new Disabilities Commission Web Page. Residents who would like more information on the subject of enabling residents with disabilities, and on various commission initiatives, are welcome to attend the LDC's monthly meetings, usually the first Monday of every month at 9 a.m. in the Town Offices. Or, contact the chairperson, or any current member, of the Lincoln Disabilities Commission. The goal of the Disabilities Commission is to enable all of the disabled in our midst by raising the consciousness of the town to the physical, educational, residential, employment, and other needs of our disabled members. In addition, it is our desire to assist the town to move towards providing greater access to, and fuller participation in, our community's vibrant life and activities, for all; shining a light on the contributions made by others in town on behalf of the disabled. The Disabilities Commission works to monitor the Town's public, commercial, and non-profit projects and programs, as regards the individual and collective needs of our disabled citizens, and compliance with the life-enhancing "accessibility" desires, standards and laws of our town, state and nation.
Extractions: Search Martha L. Minow, Professor at Harvard Law School and Co-Director on Policy for the National Center on Accessing the General Curriculum We've just celebrated the 25th anniversary of the federal law in this area, now carrying the inspired acronym of IDEA - for the Individuals with Disabilities Education Act . Similar laws have been adopted by most states. The federal law requires all states accepting federal funding for their educational programs to make sure that all children with disabilities receive a "free appropriate public education" in the setting that is the least removed from regular classrooms as possible. Congressional hearings in 1966 indicated that two-thirds of children with disabilities in the country were either totally excluded from public education or else "sitting idly in regular classrooms awaiting the time when they were old enough to drop out." The federal law sought to ensure a free appropriate public education for all children, and also dramatically altered the tradition considered the most enlightened path between the years 1820 and 1960 of segregated education for children with blindness, deafness, epilepsy, or other disabilities. The civil rights struggle against racial oppression helped to galvanize an equality movement for people with disabilities challenging not only exclusion but also segregation.
Extractions: The Web CNN.com Home Page World U.S. Weather ... Special Reports SERVICES Video E-mail Newsletters CNNtoGO SEARCH Web CNN.com Story Tools RELATED Key provisions in the special education bill HR 1350 WASHINGTON (AP) A Republican-led push to let parents send disabled children to private school with government money failed Wednesday as the House passed legislation renewing a 28-year-old law governing special education. Democrats said the school choice proposals amounted to a dangerous expansion of the voucher program. The proposals were a major point of contention in the debate over reauthorization of the Individuals with Disabilities Education Act. The bill passed by a 251-171 vote. One plan would have enticed states to create private school options so parents could use public money for tuition and transportation. A second proposal was intended to give certificates of public dollars about $1,400 to disabled children already enrolled in private schools so they could get extra services. Supporters said that amounts to the per-student federal dollars that school districts receive for special education. Almost every Democrat and about one-fifth of Republicans joined to reject the ideas.
Hot Topics High School Students Need to Know. disabled high school students should be The massachusetts special Technology Access Center is located in Bedford, MA. http://www.dac.neu.edu/cp/mspa/html1/mspa5.html
STARBRIGHT Foundation special education and related services for disabled and special needs To process a referral, the school district may need your childâs medical http://www.starbright.org/projects/vwa/bts_moreinfo.html
Extractions: For the Family: Going Back to School After a long hospital stay, your child may be both nervous and excited about going back to school. Start getting ready for this important step before your child returns to school . Once back, continue to help your child solve problems and adjust to the school routine. And make sure you know about IDEA and Section 504 . These are federal laws that protect your child's right to an education. While still in the hospital, there are a few key things you can do to help your child make a smooth shift from hospital to school: Help your child stay involved in school Encourage visits with friends and classmates School and lessons are important. But support from friends and classmates is also important. Encourage your child's friends and classmates to visit your child in the hospital. Give them time to talk and just hang out alone. Your child will have an easier time going back to school with the help of at least a few close friends.
Extractions: Lay leadership has always been the cornerstone of decision making in The Arc movement. The twenty-one member Arc of Massachusetts Board of Directors continues to be family and consumer controlled. Board members are elected by vote of lay leaders of local Arcs and include representatives from each region of the Commonwealth. They are selected for their experience and commitment to advocacy and for the personal and professional skills which they bring to the task. Ninety percent of our board members are family members or persons with disabilities, and all serve as volunteers. In the last two decades, The Arc of Massachusetts has benefited greatly from the increasing participation of self-advocates in important roles as Board and Committee members. Their insights, born of personal experience, have become invaluable in establishing policies which reflect the interests of those who will be directly served by the implementation of those guidelines. Officer and Director Bios can be found below the following list.
Extractions: Want to be notified when this page is updated? Click here to sign up for the Clerc Center's E-Newsletter! Altshuler, K. 1978. Toward a psychology of deafness. Journal of Communication Disorders, 11, Altshuler, K.Z. 1986. Perceptual handicap and mental illness, with special reference to early profound deafness. The American Journal of Social Psychiatry, VI Altshuler, K.Z., Deming, W.E., Vollenweider, J., Ranier, J.D., Tendler, R. 1976. Impulsivity and early profound deafness: A cross-cultural inquiry. American Annals of the Deaf, 121
NCSJ - Kehilla Projects: Boston-Dnepropetrovsk To support the special needs Initiative, contact Sue WolfFordham or Judy Wolf, Over 30 Boston-area Hebrew school classes, Jewish day schools and Jewish http://www.ncsj.org/AuxPages/kh_boston.shtml
Extractions: Kehilla Projects BOSTON-DNEPROPETROVSK Bo ston's Jewish Community Relations Council ( JCRC ) Committee for Post-Soviet Jewry established a Kehilla project with Dnepropetrovsk, Ukraine in 1992. The project, which is financially supported by a special allocation by the Overseas Committee of the Combined Jewish Philanthropies (CJP), draws active involvement from Boston area organizations, institutions, Jewish community centers, and religious and Jewish day schools. "Weve primarily focused on providing humanitarian assistance and making personal contacts," said Barbara Gaffin, Associate Director of the Boston JCRC. Programs include the establishment of a non-sectarian women's and children's health clinic, efforts on behalf of children with special needs (including a parent-teacher resource center), cultural exchanges between Jewish students and elderly in Dnepropetrovsk and Boston, and fundraising activities.
YAP: The EdLaw Project matters of school discipline, academic failure, undetected special needs, 62% of learning disabled high school dropouts are arrested within three to http://www.youthadvocacyproject.org/edlaw/edlaw.htm
Extractions: The EdLaw Project is an advocacy organization created to ensure equal opportunity in life achievement for Boston youth by enforcing every child's right to a quality education. We promote growth and stability in the lives of children and make an impact on education policy through: Child-empowered legal representation in matters of school discipline, academic failure, undetected special needs, inadequate education while in state custody, and ineffective reintegration following detention and incarceration; Supporting the community-set agenda of improving education by assisting community members, local groups, and statewide organizations in developing effective family-centered and data-driven education policies. Founded in January 2000, the EdLaw Project is an educational advocacy partnership between the
Extractions: Program Director, LEND Program; Associate Clinical Professor of Pediatrics, University of Massachusetts Medical School; Associate Director and Developmental Pediatrician, University Shriver Center for Excellence in Developmental Disabilities; Assistant Professor of Pediatrics, Tufts University Medical School; Adjunct Professor, Department of Public Management, Suffolk University
MSPP Educating Children and Adolescents with special needs massachusetts Schoolof Professional Psychology 221 Rivermoor Street Boston, http://www.mspp.edu/index.asp?action=34&what=34&type=0
