LD OnLine - Headlines On Learning Disabilities 8 A School s special needs by The Star-Ledger (New Jersey) - Ref 1388 - Posting 19 - Learning-disabled High School Grad Sues School District by The http://www.ldonline.org/article.php?max=20&special_grouping=&start=121&end=140&i
Jesse Ventura On Education There are a few exceptions; there are students whose special needs are such that I am a proud product of the minnesota public school system. http://www.issues2000.org/Celeb/Jesse_Ventura_Education.htm
Extractions: Three tough questions were posed by the new Governor: How do we get the bang for our buck on education spending (developing a formula that is based on results, not micro-management at the classroom level) What is the states role with clearly spelling out standards and then putting accountability at each level, starting with parents and including local districts (governance and accountability) and, How can we promote the use of what we already know we should do, but too often dont do (using best practices across disciplines to better align K-12 and human services, health, housing, transit, and other state investments)? The goal is simply this: to ensure the best public education for every child in Minnesota, and an optimal representative governance structure that delivers results. Source: The Big Plan: Healthy, Vital Communities Dec 10, 2000 Minnesotas accessible, vast network of opportunities for continuing informal and formal higher education is the envy of the nation. In the year 2000, a vast majority of Minnesotans will have unlimited access to learning options via the Internet. Employers struggling to find and retain qualified workers in a time of full employment value and invest in job training more than ever before. Changing demographics are provoking new demands for learning among people for whom English is not a first language, for senior citizens, and for mid-career professionals seeking new challenges in work and life. The next questions relate to maintaining the infrastructure, making tough decisions to place programs where they are actually needed to serve populations, and surfing the wave of change that technologies like CD-ROM, interactive videodisk, and the Internet provide.
Early Childhood Focus special needs minnesota A six-week intensive summer program for The poll suggests parents feel that school systems don t offer special help to http://www.earlychildhoodfocus.org/modules.php?name=News&new_topic=16&p=5
Extractions: Therapy/Respite Camps for Kids This page evolves as people tell me about new camps, so if you know of camps that are not listed here, please email me so I can get the information posted here. If you direct a camp that would like a simple WWW page that describes your camp, I'll be pleased to put one up just email a description of the camp to me. Also, please let me know about any other WWW resources to which I should have a link. Thanks! Information about summer camps that focus on therapy for kids with special needs and/or respite for the kids and their families. I have broken it into national categories and regional categories in the USA: Apologies in advance if my sense of these regions differs from yours! If you cannot find an appropriate camp on this page I also have some links to other potentially useful pages as well as some other websites that list camps. I list all of the camps I know of, so please do not email me asking for help locating a camp. Thanks. Connecticut
Education For Children With Disabilities - House Research To be eligible to receive federal special education funding, minnesota and other States and local school districts must serve eligible disabled children http://www.house.leg.state.mn.us/hrd/issinfo/sseducdis.htm
Extractions: Federal laws obligate Minnesota to provide a free appropriate public education to disabled children The Individuals with Disabilities Education Act (IDEA) provides federal funding to states and local school districts for expenses incurred in providing federally mandated special education and related services to those disabled children covered by the act. To be eligible to receive federal special education funding, Minnesota and other states must provide a free appropriate public education (FAPE) in the least restrictive environment (LRE) and guarantee related procedural safeguards for all children with certain disabilities. Section 504 of the Rehabilitation Act of 1973 (Section 504) is a broader, less prescriptive federal civil rights statute that covers some disabled children not served under IDEA.
MN State Services For The Blind: Children Services The minnesota Low Incidence Project is designed to assist school districts The Education of Children and Youth with special needs What do the Laws Say? http://www.mnssb.org/children/services.htm
Extractions: Central source of information on: disabilities in infants, toddlers, children, and youth, IDEA, which is the law authorizing special education, No Child Left Behind (as it relates to children with disabilities), and research-based information on effective educational practices. American Foundation for the Blind
Extractions: This research program is part of the NICHD National Collaborative Network and is also funded by a grant from the National Institute of Neurological Disorders and Stroke (NINDS). Its mission is to advance the understanding of the cognitive, brain, and genetic basis of autism through research. Autism Society of Pittsburgh The Autism Society of Pittsburgh, addressing autism in the Greater Pittsburgh area, has developed a comprehensive array of services to help children and adults with autism, their families, and those who work with them. There are more than 4,000 families with autistic childer in Southwestern Pennsylvania alone.
Extractions: Associate Editor Booming housing markets don't necessarily address special housing needs faced by many Ninth District cities: housing for the working poor, transitional housing for the homeless, specially designed housing for the elderly, mentally disabled and physically challenged, and safe housing for battered women and children. Ninth District communities are addressing these issues in some creative ways. The Southeastern North Dakota Community Action Agency, in conjunction with the Southeastern Human Services Center, the city of Fargo and the local housing authority, is rehabilitating a downtown Fargo commercial building for 23 units of SRO (single-room occupancy) housing for mentally disabled people. Built in 1913, it structure is considered to be of historic value, and the Community Action Agency worked with the state's Historical Society to preserve its special architectural features.
Gsa208 to provide IDEA related services to disabled children on school premises minnesota Contract, pages 4950. Section 6.10. special Education Services. http://www.gwumc.edu/sphhs/healthpolicy/nnhs4/GSA/Subheads/gsa208.html
Extractions: Schools and MCOs will be required to communicate with one another regarding any further needs the child might have within and beyond the Basic Benefit Package as well as coordinate the care the child receives from the Department of Education. MCOs will be required to work with local School Districts, the Division of Public Health, and other appropriate providers to create and implement procedures for linking and coordinating services for children who attend school and receive medical services under the auspices of Individualized Education Plans (IEP) or through similar school-based treatment plans, or who use medical services provided through School Based Health Centers. MCOs should coordinate plan benefits with these providers to prevent duplication of coverage, to assure medical necessity, and to provide for service delivery in a cost-effective manner. It is the desire of DHSS to move all provision of health care services into a managed care setting. In addition to supporting this goal, the present Administration supports maximizing the in flow of federal Medicaid resources to the State and school districts. School-based therapy services (e.g. occupational, physical and speech therapy) have therefore been excluded from the Diamond State Health Plan in order to further this second goal. Part B of the Individuals with Disabilities Education Act (`IDEA'), 20 U. S. C. 1400 et Seq., requires schools to ensure that special education `related services' (defined in section 1400 (22)) are provided in accordance with each disabled child's Individualized Education Program (IEP). To the maximum extent possible these children must be educated with their non-disabled peers. This least restrictive environment (LRE) requirement has been interpreted to mean that therapy services should be delivered on school premises. The June, 1997 amendments to the IDEA also require Medicaid's financial responsibility to precede that of the schools. 20 U.S. C. section 1412. Medicaid must either 'provide or pay for' these services in the first instance.
EVS-Accountability than ever on helping minority, limitedEnglish, and special-needs students. Nor does it mean that minnesota has lowered its standards to meet the http://www.asbj.com/evs/04/accountability.html
Extractions: No doubt about it, No Child Left Behind brought tremendous changes to America's schools in the 2002-03 school year. States scrambled to add standardized tests. Schools beefed up programs aimed at struggling students. And, supporters say, the landmark legislation made schools focus more than ever on helping minority, limited-English, and special-needs students. But one thing No Child Left Behind didn't do was provide a true national system for grading schools. All schools in all states must meet test score goals called Adequate Yearly Progress, or AYP. But exactly what that means varies widely from state to state. Each state has its own expectations and its own means of testing, making it tough to get an accurate picture of how the nation as a whole is performing. Take the following examples from the 2002-03 school year: Of course, Title I schools that don't meet AYP for two or more consecutive years face an increasing array of sanctions, ranging from having to offer student transfers to bringing in a completely new staff. So it isn't surprising that many educators look at the AYP disparity between states and wonder if it is fair. After all, why should nearly nine in 10 Kansas schools meet the federal guidelines in year one while nearly nine in 10 Florida schools fall short? WHY THE DIFFERENCES?
A Bad IDEA Seven years ago, my younger son was classified as learning disabled. Also, school officials can often exclude special-needs students from high-stakes http://www.connsensebulletin.com/badidea.html
Extractions: 'Perverse Incentives' in an Unfunded Mandate Just as before the 1997 Reauthorization of IDEA, a concerted attack is beginning on it. Note this commentary's recommendation that the " ' specific learning disabilities' category should be exised from the law" and the statement that "Evidence suggests that the IDEA does not produce academic gains." Education Week 'Perverse Incentives' in an Unfunded Mandate By Clint Bolick Education Week The IDEA has become systematically dysfunctional and damaging to public schools. A powerful toxin infects our nation's education system, imperiling the ability of every public school to fulfill its mission. It is not school vouchers or inadequate funding, but the federal Individuals with Disabilities Education Act, or IDEA. Tracing back to the 1975 legislation enacted to ensure equal educational opportunities for children with disabilities, the IDEA now covers 6.1 million schoolchildren at a cost of $41.5 billion annually, accounting for 40 percent of all new education funding over the past 30 years. Because only 12.5 percent of the money is provided by the federal government, the idea constitutes the largest unfunded federal mandate in American education. Far worse, it creates perverse incentives that have deepened stratification within public education to the detriment of minorities and the poor.
12.10.01 - Ed.Net Briefs School districts would have to certify to the state that disabled students who approved other testing accommodations for students with special needs, http://www.edbriefs.com/usa01-02/12.10.01usa.html
Extractions: Ed.Net Briefs is a free weekly online education newsletter. Each issue is filled with summaries of the week's important education stories, including the source citation for those who want more information. Ed.Net Briefs is sent to subscribers via e-mail and posted here on the Simpson Communications Web site each week. RECEIVE A FREE SUBSCRIPTION BY E-MAIL . Fill out this online subscription request form and you will receive Ed.Net Briefs via e-mail each Monday morning. QUESTIONS? Contact us via e-mail. http://www.crossteccorp.com/EDNET.htm ) NATIONAL EDUCATION NEWS - New Jersey puts 236 teachers in jail Minnesota district will go to 4-day week to save money Five teachers offered their wildest dreams Calculators, reading aides for CA graduation exam ... Denver links teacher pay to student achievement EDUCATION-RELATED TECHNOLOGY NEWS - University of Phoenix plans all materials online AOL Time Warner cuts back line of e-books Macromedia to aid the disabled online CCSU launches online MS in data mining ... http://www.crossteccorp.com/EDNET.htm ) for more information. ************************************************************* NATIONAL EDUCATION NEWS NEW JERSEY PUTS 236 TEACHERS IN JAIL http://www.charlote.com
American Enterprise: Special Ed Needs Narrowing - Brief Article Full text of the article, special Ed needs Narrowing Brief Article from University of minnesota education professor James Ysseldyke contends that 80 http://www.findarticles.com/p/articles/mi_m2185/is_7_12/ai_78791110
Extractions: Advocate, The Air Force Journal of Logistics Air Force Law Review Air Force Speeches ... View all titles in this topic Hot New Articles by Topic Automotive Sports Top Articles Ever by Topic Automotive Sports Special Ed Needs Narrowing - Brief Article American Enterprise Oct, 2001 by Martin Morse Wooster Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it. Special Ed Needs Narrowing Wade Horn and Douglas Tynan, "Revamping Special Education," in The Public Interest (Summer 2001), 1112 Sixteenth Street N.W., Washington, D.C. 20036. When Congress first passed what is now called the Individuals With Disabilities Education Act in 1975, its goal was to help public-school students suffering from severe physical disabilities. But the actual result has largely been to reward students who are not disabled but simply poor learners or lacking in motivation. Child psychologists Horn and Tynan suggest it's time to substantially reduce special education programs.
Extractions: Presented at ISEC 2000 Abstract Despite the growing support for inclusion, there are still many misconceptions and concerns. Is it a philosophy, a program, or a placement? A clear definition seems to be part of the problem since no- where in the federal legislation is it defined. Can a school be considered inclusive and still have some of it's students in resource rooms or special classes? How do those closest to the education of students with disabilities perceive inclusion? This article reports on the attitudes and perceptions of parents, teachers, psychologists and administrators. It also describes new roles and responsibilities each must meet if the challenges of responsible inclusion are to be realized. Finally, it provides check lists which may assist others in measuring support for responsible inclusion. Introduction Special Education in the United States has a long history that reflects many changes in attitudes towards and perceptions of people with disabilities. Many diverse groups have contributed to this change process including parents, educators, psychologists, physicians, clergy, researchers and the disabled themselves. Special education, as we know it today, became institutionalized in our public schools with the passage, in 1975, of the Education for All Handicapped Children Act (P.L. 94-142) which is now known as the Individuals with Disabilities Education Act (P.L. 101-476). Over the years, students served under this Act increased dramatically. For the first time in the history of education, all individuals, regardless of the severity or complexity of their disability were entitled to a free, appropriate education as well as increased attention to parental involvement in programming. Many states expanded the federal legislation by offering more special education programs and services to a wider age range and greater number of students with special needs. Special education became a big, expensive, unique business.
Right On The Money | Securing Your Disabled Child's Future SSI covers the basic needs of people who are elderly, blind or disabled. A specialneeds trust can be used to enhance the child s quality of life over http://www.rightonthemoney.org/shows/407_disabled/
Extractions: Right on the Money! Guest, Mother: Is a million dollars enough or $2 million enough? Announcer: Today on Right on the Money! : What will it take to care for an autistic son? Right on the Money! Guest, Father: We have to think about where is he going to be in 50 years. Announcer: This family is setting aside everything they have. What do the experts say? Right on the Money! Expert: Stop doing that, and tell the grandparents don't send a savings bond every birthday because it's not in the child's best interest. Chris: Hi, I'm Chris Farrell. All that, and a look at vehicles for people with disabilities coming up on
MN ASAP Children's Special Needs Camps INFORMATION ON CAMP REIMBURSEMENT THROUGH THE minnesota ADOPTION ASSISTANCE PROGRAM. MN ASAP has a list of special needs camps on their website at http://www.mnasap.org/childrens_programs/specialneedscamps.html
Extractions: For dates, call the contact number. The Star Tribune has an online summer camp guide. INFORMATION ON CAMP REIMBURSEMENT THROUGH THE MINNESOTA ADOPTION ASSISTANCE PROGRAM MN ASAP has a list of special needs camps on their website at: http://www.mnasap.org/childrens_programs/specialneedscamps.html . Adoption workers and adoptive families can use this list as a beginning guide for available special needs camps that would be approved by the Minnesota Adoption Assistance Program. Of course, families can always submit a request for approval of a camp not on the MN ASAP list and those may be approved on an individual basis. If families are interested in requesting approvals for camps that are not on the MN ASAP website, they should send a copy of the proposed camps brochure describing the program and a letter from the camp director indicating that the camp is designed to meet the specific special needs of the adopted child. The Minnesota Adoption Assistance Program will respond in writing to indicate if this camp meets the criteria.
AG Bell Minnesota Laws Legal Issues The spirit of the law intends that the education of a special needs child be Appeals of schoolbased decisions to the Administrative Committee, http://www.mnagbell.org/law.html
