'No Exit' Statistics By Linda Schrock Taylor I contacted the Office of special Education, michigan Department of Education, and asked for the michigan disabled students who exited Spec. Ed. http://www.lewrockwell.com/orig3/taylor4.html
Extractions: 'No Exit' Statistics by Linda Schrock Taylor Response to my article regarding the lack of educational policies and procedures for 'Remediation and Release' of special education students ( No Exit: The 'Black Hole' of Special Education Typical of the letters was communication from a retired Texas principal who stated that in twenty (20) years the only children released from special education in his district were the 'speech and language' students. He also noted that, in his opinion, the 'speech and language' clinicians were far better trained than the special education teachers. (I agree with that opinion but will discuss that at another time.) I contacted the Office of Special Education, Michigan Department of Education, and asked for the percentage of students who successfully return to full time general education. A consultant directed me to a Table available on the Internet ( statistics on students who exited special education December 2000 - December 2001 , noted that I should look at "Part B," and added, "There are no exact comparable national 'federal' statistics on students who return to general education. This is because the U.S. Department of Education only collects exiting data on students who are 14 years of age and older."
Special Needs And Technology SIGSPED member reports on the michigan special Education Technology Technology Meets Some special Needs Devices, Software Help disabled Students http://www.educationnews.org/special_needs_and_technology.htm
Manifestation Destiny: The School To Prison Pipeline schools that have not met their obligation to educate special needs students as She is a graduate of the University of michigan and Northeastern http://www.mnip-net.org/ddlead.nsf/TrimTOC/ManifestationDestiny
Extractions: In Massachusetts students can be permanently expelled from school for a variety of misbehaviors. While these laws apply to all children in Massachusetts, under the Federal Individuals with Disabilities Education Act (IDEA) , students with disabilities are entitled to certain additional protections prior to being expelled from school. These additional protections reflect the history and purpose behind the IDEA, to end the appalling discrimination that many special needs children historically experienced, including being barred from attending school, being warehoused with minimal services, and being unilaterally excluded from school for behaviors arising out of their disabilities. Under the IDEA, prior to special needs students being excluded from school for a disciplinary infraction, a school must hold a TEAM meeting to determine whether the childs behavior is a manifestation of the childs disability. Known as a Manifestation Determination Meeting, the focus of the meeting is to determine whether the behavior is a result of the childs handicapping condition. If the TEAM concludes that the behavior is a manifestation of the childs disability, then the student cannot be expelled for the behavior and the school is required to provide appropriate assessments, supports and services to the child.
List Serves In Michigan Monroe County michigan Parents that have a special needs child(ren) who need/wants to Disability Specific Groups. burgerkids Burger school for autism, http://users.ameritech.net/cabreenie/listserves.html
Extractions: List Serves In Michigan Rights and Advocacy Groups ADAPT Michigan Arc Grosse Pointe Harper Woods Arc Michigan CAUSE Michigan Action Alerts CAUSE News Digest (Weekly Newsletter) CAUSE-PAC (Parent Advisory Committee) Chat-Special Ed Law Michigan Disabled in Michigan Grosse Pointe Parents Jackson County Special Education Parents Lapeer Foundation for Special Learning Mental Health Rights of Michigan Michigan's Commission Disability Advisory Committee Michigan National Disability Party Delegation Michigan Siblings Michigan Special Education Rules Monroe County Parents Michigan Delegation National Party-Disability Rights Parent Power Special Education Parent Jackson Special Olympics Special Ed Law Michigan Wayne County Special Parents Disability Specific Groups Burger Kids Bipolar Livingston County Down In Michigan Mich Deaf-Terps Michigan ADHD Families Michigan Bipolar Families Michigan Deaf-Blind Family Support Michigan School for the Blind Alumni Michigan Rett Interpreters for the Deaf MS in Michigan Rare Diseases-Michigan Type-1-Diabetes West Michigan Autism Groups Autism Macomb ASA Autism Michigan Autism Michigan Parents Washtenaw County Autism Society Wayne County Autism Michigan Families for Early Autism Treatment Unlocking Autism in Michigan Wayne County Autism Society Home Schooling Groups Happy At Homeschool Lansing Homeschoolers LDS Michigan Homeschoolers Michigan Homeschool Macomb County Homeschoolers Michigan Special Needs Wayne County Homeschoolers REACH Oakland County Washtenaw County Homeschoolers
Topics - Partnership For Learning Will your child need special help this year in school? Your Child s Evaluation michigan Department of EducationOffice of special Education Services http://www.partnershipforlearning.org/category.asp?CategoryID=31
Organization And Ways To Be Involved In 2001 some 12 schools came together to form the michigan Network for Inclusive to have their children with special needs included in regular classes. http://www.coe.wayne.edu:16080/wholeschooling/WS/Initiatives/WSCorg/Michigan.htm
Extractions: MICHIGAN, USA LOCAL WHOLE SCHOOLING CONSORTIUM The Whole Schooling Consortium was begun in Michigan and Wisconsin in 1997. Consequently, in Michigan much activity and work has occurred. Here we describe present and past projects and programs of the Whole Schooling Consortium in Michigan. Metro Detroit Whole Schools Network. A network of partner schools is being developed in the Detroit area who are interested in utilizing Whole Schooling as one guide to school improvement and renewal. School Partnerships may include a range of types and levels of involvement: individual relationships with a teacher or a team of teachers, work on a specific project of mutual interest, collaborative presentations, school to school networking, observations in schools by university students and adoption of Whole Schooling by the entire school. See the listing of schools associated with the whole Schooling Consortium in Michigan. Michigan Network for Inclusive Schooling (Mi-NIS). I n 2001 some 12 schools came together to form the Michigan Network for Inclusive Schooling. The goals of the Network are three: (1) promote inclusive schooling in Michigan; (2) use Whole Schooling as a frame work so that inclusive schooling becomes part of the culture of the school and an integral part of school improvement.; and (3) learn together by linking schools, teachers, principals, parents, and others. We invite schools and individual teachers, administrators, parents, and university faculty, to join the work of this network.
USCS - Charter Schools News Connection -- July 15, 2004 The National Charter schools Institute (NCSI) and the Central michigan New Report Finds California Charter schools Meeting Needs of disabled Students http://www.uscharterschools.org/cs/n/view/cs_bmsg/3363
Extractions: The U.S. Department of Education has denied Nevada's application for grant money to fund start-up costs for charter schools. A similar grant that provided $2.5 million a year for three years is about to expire. The denial might affect schools set to open in 2005. Of the 17 states that applied for funding, Nevada was one of seven to be turned down. "Some of these funding decisions are based on the nature of our state law," said Tom McCormack, charter school consultant for the Nevada Department of Education. "They're interested in funding states whose charter school laws are friendly to charter schools." Six years after Pembroke Pines, a city in Florida, started its charter school system, its seven charter schools have earned praise from parents and the state. The 5,200-student system has become so popular that at times the waiting list for the seven schools has risen above 10,000. The schools have received high marks from the state, which this year gave "A" grades to the elementary and middle schools, and a "B" for the high school. In 1998 the city of Pembroke Pines launched the charter school system in response to overcrowding at other public schools. The charter schools have some features that are rarely seen at traditional schools. Students at the charter high school can swim in an Olympic-sized pool, work on research papers at a Broward County library, and enroll in college classes taught by staff from Broward Community College and Florida International University.
UCP Michigan: My Child Has Been Diagnosed With CP We need Your Support! Your Dollars can make a tremendous difference. Therapies may be obtained through your public schools special education services, http://www.ucp.org/ucp_localsub.cfm/87/11832
Extractions: Cerebral palsy is a term used to describe a group of chronic conditions affecting body movement and muscle coordination. It is caused by damage to the brain, usually occurring during fetal development, during birth, or during infancy. Cerebral refers to the brain and palsy to muscle weakness/poor control. Cerebral palsy itself is not progressive, that is, it does not get worse. Although cerebral palsy is not curable, training and therapy can help improve function. There are three main types: spasticstiff and difficult movement; athetoidinvoluntary and uncontrolled movement; ataxicdisturbed sense of balance and depth perception. There may be a mixture of these types for any individual. Depending on which areas of the brain have been damaged, the following may or may not occur: muscle tightness or spasm; involuntary movement; disturbance in gait and mobility, abnormal sensation and perception; impairment of sight, hearing or speech; and seizures. Other problems that may arise are difficulties in feeding, bladder and bowel control, and learning disabilities. For any individual, symptoms may be mild or severe. For more information, visit UCP national's
Western Michigan University Western michigan University. Department of Educational Studiesspecial Education need FOR ACCOMMODATIONS. Any student with a documented disability (eg, http://homepages.wmich.edu/~srao/SPED534Syllabus.htm
Extractions: Western Michigan University Department of Educational Studies-Special Education Program SPED 534-Curriuclum and Instruction in Special Education Fall 2003 3 Credit Hours Name: Dr. Shaila Rao Address: 3505, Sangren Hall Phone: Email: Shaila.Rao@wmich.edu Web-Page: http://homepages.wmich.edu/~srao Office Hours: Wednesday: 12:00 Noon to 1:30 PM Tuesday: 4:00 PM to 5:30 PM Main Text: Wood, W. J. (2002). Adapting instruction to accommodate students in inclusive settings th ed). Upper Saddle River, NJ: Merrill, Prentice Hall. Accompanying Texts Nissman, B.S. (2000). Teacher-tested classroom management strategies. Upper saddle river, NJ: Merrill, Prentice Hall. Kellough, R. M. (2001). Surviving your first year of teaching: Guidelines for success, nd ed). Upper Saddle River, NJ: Merrill, Prentice Hall. Note: The second and third text-books are free with purchase of the first text book, and these will be used for SPED 504 (practicum). Other readings from the instructors library/notes/handouts would be given throughout the session which may be required for assigned projects. This course focuses on application of the Clinical Teaching Model to the education of students with mild and moderate disabilities.
IMLS: A Closer Look: Highlights Of The Month: Archives Libraries Breaking Down Barriers for special Needs Patrons Blind and Physically Handicapped in michigan addresses the challenges of its disabled patrons http://www.imls.gov/closer/archive/hlt_l0301.htm
Extractions: The life-size "Kids on the Block" puppets come with personal stories that are used to teach children about disabilities. From left to right: On the table: Eddy Franklin, Joanne Spinoza, and David Franklin (autism). On the floor: Nicholas Murphy (hemophilia) and Renaldo Rodriguez (visually impaired). Data collected by the U.S. Bureau of the Census suggest that as many as 20 percent of the American population live with some level of disability and as many as 10 percent have a severe disability. These Americans rely on libraries to provide a range of materials and services to help them meet their information needs. Traditional offerings such as adaptive technology, large print books, books on tape, and books-by-mail are a staple at many libraries. Other libraries have thoughtful programs to help the disabled and the mentally handicapped overcome more basic challenges of self-esteem and integration into everyday society.
Education Programs For Disabled Students Under Attack In Michigan Education programs for disabled students under attack in michigan Cashstrapped school districts successfully sued for unpaid special education services http://www.wsws.org/articles/2001/may2001/educ-m09_prn.shtml
Extractions: 9 May 2001 Back to screen version Send this link by email Last month students, teachers and parents rallied on the steps of the state capitol building in Lansing, Michigan to oppose plans by the state's Department of Education to reform the Michigan Special Education Code. The proposed reforms would slash education and therapy provided by public school districts to tens of thousands of Michigan children with disabilities. The reforms, which could go into effect some time in the next school year, will force families to pay a greater share of the cost of essential and often expensive services. Parents who cannot pay will see their children go without. The Joint Committee on Administrative Rules, a special committee appointed by state officials, developed the changes, claiming they were required to bring Michigan law in line with federal regulations. When the current Michigan rules for special education were first established in the early 1970s there was no nationwide requirement for even the most basic education for physically, cognitively or emotionally impaired children. In 1975 the federal government mandated minimal standards and partial federal funding for some services in public schools. When the US Congress authorized the Individuals with Disabilities Education Act (IDEA) in 1990, the earlier federal standards were incorporated into the new act.
Extractions: References If human potential were determined at birth, we would have little need for schools. However, we know that environment plays a powerful role in individual growth. We create schools to develop that potential and broaden opportunity. Yet many children labeled at-riskincluding those disabled by Attention-Deficit/Hyperactivity Disorder (ADHD)fail to thrive, or even survive, in current school environments. As schools attempt to help all students meet new goals for learning set by state and national standards, education policymakers, administrators, and teachers must determine how to create learning environments that nurture those students who fail to learn in traditional school settings. This brief will examine how the mismatch between school environments and children with ADHD contributes to school failure, and will review suggested changes in policy and practice that can help schools become places of growth and development for all students, including those with ADHD. ADHD and School Failure For children with ADHD, "school too often starts with failure . . . and goes downhill from there."1 With failure rates double to triple those of other children, about 50 percent repeat a grade by adolescence.2 Thirty-five percent eventually drop out of school and only5 percent complete college.3 One study found that, by age eleven, 80 percent were at least two years behind in reading, writing, spelling, and math.4 Even children with normal to superior intelligence show "chronic and severe underachievement."5
University Of Michigan Flint from a developmental lifespan perspective, and special Education in American schools. The specialization is designed to meet the needs of working http://www.umflint.edu/today/specialed_grad.php
Extractions: Fax: (810) 762-3334 mserow@umflint.edu Special Education Graduate Courses The Department of Education at the University of Michigan-Flint will offer graduate courses in special education beginning in fall 2005. UM-Flint received approval from the State Department of Education to offer teaching endorsements in Learning Disabilities and Cognitive Impairments. This specialization of the MA in Education program provides students with valuable knowledge, skills, and competencies in working with individuals with special needs, especially those in multicultural populations. "We have deliberately required two field experiences, including one at the elementary/middle school level and one at the middle/high school level," said Beverly Schumer, director of the program. "This allows our teachers the opportunity to work with a variety of student populations, ages, and delivery of service models." The program places a strong emphasis on positive behavior support for students and prepares teachers to specifically address strategies for teaching math and literacy for students with cognitive impairments and learning disabilities.
The National Organization On Disability - Emergency Preparedness schools for students with disabilities; 50% did not have a special needs As volunteer chairwoman of the Dearborn Heights (michigan) Commission of http://www.nod.org/index.cfm?fuseaction=Page.viewPage&pageId=11
$3.5-Million Annually Wasted On Special Education special Education in Lockport schools impacts most of some 733 disabled There are, of course, children with special needs; those with Downs syndrome, http://www.lockport-ny.com/top3.htm
Extractions: A small think tank of local community consultants, assembled by the Lockport Home Page , has estimated that the Lockport School District could save over $3.5-million annually (reducing current expenditures) if it were to streamline its special education program. The Lockport Page plan is expected to encounter strong opposition from current administration, teacher and psychologist groups, along with some parents who have been using Special Education to get extra welfare payments. The plan, if effected, would lead to substantial reductions in the number of special education teachers, aides, and school psychologists employed by the Lockport School District. Special Education in Lockport Schools impacts most of some 733 "disabled" children (January 2001 figures) of which 625 are educated in district facilities, many through the use of "Special Education" teachers and aides. Our consultants find the number of children who are labeled "special" has dramatically increased in Lockport over the past thirty years. Most of these are not physically disabled but rather allegedly suffer some type of "learning disability." Our think tank has identified the reason for this: mis-diagnoses of children's learning problems and parental insistence that their children be so classified so that they can reap additional allotments of government payments.
Lansing State Journal: School Funds Top Priority, Readers Say home to specialneeds children New year brings big changes to area schools Educating michigan children and providing health care for the poor, http://www.lsj.com/apps/pbcs.dll/article?AID=/20050619/NEWS04/506190326/1005/new
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: Bella's List of Michigan Disability/Special Ed/Special Needs Listservs (A-Z) Last updated: August 18, 2005 ADAPTMICHIGAN http://groups.yahoo.com/group/ADAPTMICHIGAN A contact point for all persons in the state of Michigan with a disability, or their friends and/or families. Also open to all persons in Michigan who are involved or concerned with the needs, concerns, problems and laws affecting anyone with a disability. This group was started by Paul W. Scalf, a wheelchair user and Regional Organizer for A.D.A.P.T. of Michigan in the Holland area. Ann Arbor Autism
Your Child | Abdominal Pain (Stomachache) Siblings of children with special needs have special needs themselves. Realistically portrays the life of the family in caring for a disabled child. http://www.med.umich.edu/1libr/yourchild/specneed.htm
Extractions: How does growing up in an exceptional family affect siblings of kids with special health or developmental needs? Siblings of children with special needs have special needs themselves. Their sister or brother with special needs will get a bigger share of attention. While having a special needs sib presents challenges, it also comes with opportunities. When parents tune in to each childs individual needs, they can help ease the difficulties. What are some parenting tips for our family?
Project PERFORM FAQ the michigan Association of Intermediate School Administrators (MAISA). Go to Project PERFORM s page on special Needs Disabilities and select the http://www.wash.k12.mi.us/perform/FAQ.asp
Extractions: Every school district in the state is part of an Intermediate School District (ISD) or Regional Educational Service Agency/District. Working together, the ISD or RESA and its local educational agencies (including local public school districts and public school academies) serve all students to improve student learning, meet special needs, provide professional development and make connections with the community. To find out more about ISDs and RESAs visit the Michigan Association of Intermediate School Administrators (MAISA). The Michigan Department of Education website has a list of all ISDs and RESA/Ds in the state. An excellent site to book mark and/or refer to is the Special Education Information for Parents and Families section of the MDE website. It will provide additional answers to many of the questions that appear below. If you suspect that your child has a disability, write a letter (called a referral) to your local school agency (local school district, charter school, private school), to get the process started. Remember that this must be in writing and not a phone call. Read more about this process and the timeline that is started when you send a written referral on page 5, "Starting the Referral Process," and on page 6, "The Special Education Process: Timelines and Implementation" of the Washtenaw ISD (WISD) Parent Advisory Committee (PAC)
Project PERFORM Special Needs Resources Eric is a graduate of Community High School in Ann Arbor, michigan. special Needs and Disabilities Information and Support General Disability http://www.wash.k12.mi.us/perform/Contents.asp?ListType=DT&FilterID=59
