Theory And Research In Education -- Sign In Page A capability perspective on impairment, disability and special needs Brighouse,H. (2000) School Choice and Social Justice. http://tre.sagepub.com/cgi/content/refs/3/2/197
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Extractions: NATHHAN National Challenged Homeschoolers Associated Network Christian Families Homeschooling Special Needs Children Home Login Contact Us Resource Room ... Advertising NATHHAN NEWS print style. Brochures Director's Page Discussion Board Family Directory ... Downloads NATHHAN's New Book is here! Christian Homes And Special Kids. Equipping parents to raise their children with special needs or disabilities confidently. Go to CHASK 's Web site..... Christian Homes And Special Kids. Help for families facing an adverse prenatal diagnosis and adoption. Members, Check out the NEW discussion forum! Books and Donated Items For Sale Here. Isaiah 44:2 Thus saith the Lord that made thee and formed thee from thy womb.. Visitors Join or renew Classified Ads Articles by Subject Favorite Resources ... HSLDA Home School Legal Defense Association Recipes, Crafts and Poems
Service Learning: Project Ideas MA, have a range of developmental disabilities, and school staff are always Ideas include a learn how to bike bike that meets the special needs of http://web.mit.edu/mitpsc/servlearn/faculty/projects.shtml
Extractions: People with MS and other disabilities require walkers for mobility, but current designs are difficult to maneuver and store in cars. A design that was more compact and smaller or easily collapsible to fit into cars would be very useful, if the design maintained the full range of safety and functionality features of traditional walkers. Contact: Steve Banzaert, sgist@mit.edu Students at the Cardinal Cushing School in Hanover, MA, have a range of developmental disabilities, and school staff are always looking for creative mechanisms to help the students overcome their challenges. Ideas include a "learn how to bike" bike that meets the special needs of these children, and a mechanism to better measure problems with eye control. Contact: June Smith, JSmith@coletta.org
Extractions: Early On Lead Poisoning Positive Behavior Support No Child Left Behind ... LDA of Michigan Where to find help for a child in Michigan Anywhere in the U.S. , or Canada What's New? Help Text Menu ... Translate Last Updated: Home Make Bridges4Kids your home page! Click here for our Michigan Calendar of Events Click here for our National Calendar of Events Welcome to Bridges4Kids! A non-profit parent organization providing a comprehensive system of information and referral for parents of children from birth through transition to adult life. Do you have any suggestions? Send them to info@bridges4kids.org . Report a bad link here Current Hot Topics! Choose a topic from the drop down list. Learn About the Americans With Disabilities Act (ADA) Learn About the ESEA, NCLBA, or No Child Left Behind Act Learn About the New Accreditation System - Education YES! Learn About Michigan's Funding for Schools - Proposal A IDEA Reauthorization Updates Learn About the Patient's Bill of Rights View and Learn About Recent Court Cases Michigan Governor's Appointments Quick List of 30+ Top Sources of News - Worldwide Quick List of 35+ Sources of News - Michigan What's New @ the Bridges4 K i d s Website Click here to find out Taking a Closer Look: A Guide to Online Resources on Family Involvement This document prepared by the Harvard Family Research contains Web links to research, information, programs, and tools from over 100 national organizations. It provides information about parenting practices to support children's learning and development, home-school relationships, parent leadership development, and collective engagement for school improvement and reform.
CAST: Limited English Proficient Students And Special Education Some school districts have at times confused the educational needs of with thespecial education services required by students with disabilities. http://www.cast.org/publications/ncac/ncac_limited.html
Extractions: Search Some school districts have at times confused the educational needs of limited English proficient (LEP) students with the special education services required by students with disabilities. This confusion and the consequent inappropriate referral of LEP students to special education raises the question of whether LEP students identified as requiring special education are receiving a free and appropriate public education as required by federal law . Inappropriate referral to special education can be stigmatizing and costly, inhibiting LEP students from achieving their full academic potential and diverting special education resources from students with actual disabilities and needs. Specialists assume that approximately the same proportion of students with disabilities will be found in any population. Based upon this assumption, statistically, about 12% of the language minority population in the United States should require special education. But generally, language minorities are over-represented in programs for the learning disabled.
The Faculty - Hyde Park Day School She worked at a fullintegration special education elementary school, Nicole s interest in children with special needs began in college when she helped http://hpds.uchicago.edu/faculty/
Extractions: The Faculty LD Specialists The learning disability specialists at HPDS are the facilitators of the learning environment. They co-teach with a team of educational specialists, regular education teachers and professional artists. Together, they create an educational environment that fosters achievement, embraces diversity and leads to students acquiring strategies for actualizing their potential. Co-Teaching We believe that co-teaching provides for a richer and more integrated educational experience for our students. At HPDS, regular education teachers, LD specialists and professional artists work together. In addition, we offer consultation to regular education teachers to ensure a smooth transition for students returning to their home school. Meet Everyone at the Hyde Park Day Schools! The Hyde P ark Day Schools' strength is directly related to the quality of their faculty. The selection process is very in depth and competitive. The result is a group of administrators, teachers and integrated service providers who are not only extremely well qualified, but who have outstanding skills, enthusiasm and the dedication needed to bring out the best in our students. Dr. Pamela Adelman
Mainstreaming Students With Special Needs In Regular Classes Mainstreaming Students with special needs in Regular Classes. ROD MCLEAN,MA, is the founder of ABLE force, a disability awareness consulting agency. http://www.unex.berkeley.edu/cat/course339.html
Extractions: ROD MCLEAN, M.A., is the founder of ABLE force, a disability awareness consulting agency. He has provided training, education, and resources to schools and corporations since 1979 in the area of psychological adaptation and reconstruction following life-threatening trauma. He coauthored Stroke Survivors and has written columns and related articles. Top Enroll
Story Starters: Family Support: Siblings With Disabilities The sibling who does not have a disability may feel that excelling in school, Brothers, sisters, and special needs Information and activities for http://www.tufts.edu/cfn/family-storystarter/fs-siblingswithdisabilities.shtml
Extractions: Elizabeth Ellis has built her professional life helping families to prepare for the day when parents are no longer able to care for their disabled children; now she anticipates taking on responsibility for her own 37 year-old brother Danny, who has a developmental disabilities. Danny works as a laborer and presently lives at home with his parents. Ellis seeks balance as she takes on an increasing role in Danny's life. Her affection for her brother is apparent, as is her pride in his accomplishments (such as graduating from high school and competing in the Special Olympics). At the same time, she feels the weight of responsibility: "One of the biggest things I am concerned about is what is going to happen to him when my parents are no longer able to care for him, and ultimately that burden will fall on me." Questions arise in regard to respecting her parents' wishes for Danny, working with her two other brothers, meshing her own family life with Danny's care. There are also the more practical issues of everyday life: Where should he live? How much guidance is enough? How much independence is the right amount? Should I become his guardian? How do we pay for his needs?
Extractions: John Dewey (1859-1952), renowned author and theorist, on education. Hello and welcome to the Massachusetts Association of Parent Advisory Councils, more commonly known as MASSPAC. Thank you for visiting this site. We are pleased you are able to access the important information provided here and hope you find this site helpful and educational. MASSPAC is an independent, nonprofit, tax-exempt member association of parents, school based councils, professionals and agencies. Its financial support comes primarily from membership dues, donations and advertising revenues. The success of this organization is dependent on its membership. The more members we have, the louder our voice. We need YOU to make MASSPAC a strong and viable association by becoming a member. Even though the parent advisory council (PAC) in your district may be a member, each individual should consider the value of their personal membership. It makes a difference! MASSPAC combines both traditional and innovative means to support its members. This includes a program of training, publications and communications. Use of the internet is central to MASSPAC activities.
DisabilityInfo.org - Disability News: Special Education DisabilityInfo.org provides disabilityspecific information for people with various disabilities and the laws governing special education in schools. http://www.disabilityinfo.org/news-sped.asp
Extractions: Yahoo Disability News in text-, audio- and video formats! Important Information Contained within this section of our Web site is a collection of disability-specific headlines, news summaries and news sources. A click to a related link queries databases of news on other Web sites around the world. These sites often have a lot of activity, so the query may take a while to produce news results. Patience is rewarded with news! Please note: Some articles are unrelated to disabilities even though search terms such as "disabilities" and "Massachusetts" appear within them. Currently, there is no way to exclude them. Trouble with a news source?
Federal Disabilities Legislation Over 5 million children with disabilities ages 321 receive special education and Through the Inclusion Project, more children with special needs, http://www.nccic.org/pubs/passages/appx2.html
Extractions: DEC Position Statement on Inclusion ... Release #7, "The Benefits of Inclusive Education: Making It Work" Federal Disabilities Legislation Individuals with Disabilities Education Act (IDEA) is a federal education program to provide federal financial assistance to State and local education agencies to guarantee special education and related services to eligible children with disabilities, aged birth through 5. Under the legislation, states have the responsibility to provide a free, appropriate public education and must develop an Individualized Education Program for each child served. Parts of this law were formerly known as the Education for all Handicapped Children Act of 1975, as PL 94-142 and as the Education of the Handicapped Act (EHA) of 1986. Part B of the Individuals with Disabilities Education Act is the state and local grant program.
Suffolk University Law School : Academic Programs How It Affects School Systems, Federdal Funding and special needs Students . If you have special needs addressed by the Americans with Disabilities http://www.law.suffolk.edu/academic/als/coursedetail.cfm?cid=393
Untitled Document The School s Disability Statement is posted on its website Applicants areinvited to discuss with academic staff any special needs and how these might http://intranet.sas.ac.uk/TeachStud/P2DisabStat.htm
Extractions: Disability statement (Under review) The School of Advanced Study promotes equal opportunities in all its activities irrespective of disability, ethnic origin, gender, marital status, nationality, politics or sexual orientation. Applicants are accepted on the basis of merit alone. Wherever possible, specialist provision is made to ensure that students with special needs receive the same educational and other benefits as are enjoyed by their fellow students. Past experience and implementation of future provision The School has experience of providing for students and library users with visual or hearing impairments, and with mobility problems. It is currently working to extend the range of its provision of specialist facilities to more areas of the School. To that effect, the School's Academic Policy and Standards Committee appointed a Working Party on Students with Disabilities in February 2000, which surveyed existing provision and made recommendations with regard to the provision of information and facilities, and administrative and teaching procedures. These recommendations are currently being implemented. Coordination Provision for students with disabilities is overseen by the School's Health and Safety Coordinator, reporting to the Directorate, in coordination with the University Staff Development Officer and other University officers as appropriate.
Inclusive Technology - SEN Code Of Practice - An Overview The DfES has written a guide to special Educational needs for parents and carers . Provisions of the SEN and Disability Act 2001 are taken into account http://www.inclusive.co.uk/infosite/code.shtml
Extractions: The Duties of Governing Bodies Since September 1994, whenever schools and LEAs decide what they should do for children with special educational needs, and whenever health services and social services help schools and LEAs take action on behalf of such children, those bodies must consider what the Code says. In November 2001 a revision of the Code of Practice was issued, replacing the code of 1994. This came into force on 1st January 2002. This revision includes new rights and duties introduced by the SEN and Disability Act 2001. The DfES has written a guide to Special Educational Needs for parents and carers. See our Parents' section for details. Provisions of the SEN and Disability Act 2001 are taken into account: a stronger right for children with SEN to be educated at a mainstream school new duties on LEAs to arrange for parents of children with SEN to be provided with services offering advice and information and a means of resolving disputes a new duty on schools and relevant nursery education providers to tell parents when they are making special educational provision for their child a new right for schools and relevant nursery education providers to
Past Issues - March/April 1999 At Bloomington High School North in Bloomington, IN, special education students from Kids with learning disabilities, in particular, need a lot of http://www.edletter.org/past/issues/1999-ma/coteaching.shtml
Extractions: By Millicent Lawton When Ronni Swan's principal at Starms Discovery Learning Center in Milwaukee asked her to co-teach this school year with a special educator, Swan balked. A general education teacher, Swan had already had a bad experience trying to co-teach, and the memory made her leery. But the push on co-teaching was part of the multiage elementary school's mission to weave disabled students into all regular classes. So, Swan agreed reluctantly-and then worried. As it happens, her pairing with teacher Paige Richards has worked so well it's made her a believer in co-teaching. "I would never go back to just teaching regular ed [by myself]," Swan says firmly. "It's no fun. It's lonely." Swan also believes the students benefit academically from having two teachers present, each with different strengths. Swan's strong suit is language arts, while Richards' is science. Richards, the special educator, also raves about co-teaching and being able to mix special ed and regular ed children together. "I feel like the benefits of inclusion far outweigh anything in a self-contained [special education] classroom," she says. She cites in particular the progress of one 10-year-old mentally retarded boy she has taught for three years in an inclusion class at the school. When he started in the multiage class, the boy had poor social skills and couldn't stay on task. Now the boy can "tell you what he did over the weekend. He can tell you two or three things in a row, on a topic, and then switch to something else. That's a goal we had for his IEP (Individualized Education Plan)."
School Resource Officers: Powerful Allies Most school staff receive some special training in the area of special educationand developmental disabilities to assist them in their day to day http://www.mnip-net.org/ddlead.nsf/TrimTOC/SchoolResourceOffice
Extractions: I will try to provide you with my perspective as a School Resource Officer for the Sandwich Public Schools. The issues that you are interested in are becoming more commonplace in the school setting. With the cost of sending these students out of district rising, the schools have been trying to satisfy the needs in-house. Which in turn, brings along with it, all the challenges that are associated with teaching these students. The training of a Police officer in the area of Developmental Disabilities is very basic. During the twenty-one week police academy there is only a four hour block dedicated to this topic. Also, there is ongoing training offered, but not all departments can afford to send an officer. Every officer goes for a week of training once a year. This is called In-Service training. During these training sessions, the officers are brought up to date on any new laws that come into play along with any new cases that have changed the way we have approach our job. It is very uncommon that any of the training deals with the Developmentally Disabled.
BU SED Students Prospective Graduate Programs Special Disabilities Studies. Some students enter the special Education program with aninterest in children and youth Boston University School of Education http://www.bu.edu/sed/deptofspecialed/specialed/
Untitled Document Science for students with disabilities. Remedial and special Education, 15(2), Teaching high school students with learning and emotional disabilities in http://www4.ncsu.edu/~ecparson/ISEFdisabilities.htm
Extractions: Posted 9/30/04 Doctors Guide Search on Autism AU - Dawes bond 'manifestly inadequate' A SYDNEY mother who killed her autistic son and then attempted suicide should be in jail, a court was told yesterday. UT - "Rainman" model speaking at disabilities luncheon MA - Keeping Andrew safe: Officials, DSS, family coordinate efforts to help autistic teen CA - PA - Strikes force testing of special ed students UT - Learning Curve One parent has hard questions after her autistic daughter is jailed. CT - Clearing a way through the maze Teaching a special child poses challenges SafeMinds Applauds Schwarzenegger's Signature on New Vaccine Law When Jerry Met Mary An Autistic Couple Finds Love KS - Camp makes a place for autistic youngsters AU - Autistic childrens' parents protest at Parliament MO - "They are the same kids they were the week before the diagnosis" OR - Teachers accused of verbal abuse Researchers determine genetic cause of Timothy syndrome Disorder causes severe cardiac arrhythmias and syndromic autism Rare genetic disease discovered by US researchers Families Together: The Dangers of Dr. Phil ... Number of Children Ages 6-21 Served Under IDEA, Part B By Disability, 2003 CA - Governor signs vaccine, sex discrimination, computer privacy bills
GGSE Template Current special Education, Disabilities and Risk Students SUZANNE BABKO wasa public school special education teacher in Riverside, California, http://www.education.ucsb.edu/program/spedr/currentstudents.html
Extractions: Current Special Education, Disabilities and Risk Students Jeanene Adamson JEANENE ADAMSON Angela Andrade ANGELA ANDRADE Suzanne Babko SUZANNE BABKO Crystal Carrillo Chris Cate CHRIS ANDREW CATE taught for several years in alternative education settings. He received his Masters of Arts in Teaching: At-Risk Students from Gonzaga University in 2000. He is concurrently working towards his Doctoral degree in special education with an emphasis in disabilities and risk studies, and a Masters degree in research and methodology at the University of California, Santa Barbara. His research interests include how exposure to trauma and violence affects students' learning and memory. He is currently working on Project La Patera, helping to develop, test, and analyze new reading comprehension nstruments to measure language and literacy skills in Spanish-speaking children learning English. Catie Cole-Algra CATIE COLE-ALGRA Jeri Custodero Arielle Eichenbaum Sharon Elmensdorp SHARON ELMENSDORP is a second-year doctoral student in special education, disabilities, and risk studies at the University of California, Santa Barbara. She received her M.A. in psychology from Pepperdine University in 2004. For the past 8 years, Sharon has worked with children and adults with developmental disabilities as a direct service provider as well as a service coordinator for a local regional center. She is currently working with children and their families through the UCSB Autism Research and Training Center.
