Special Needs Family Fun - Access Lifts Ramps special needs family fun access lifts ramps. Ramps, van ramps, permanent ramps and portable ramps for disabled wheelchair accessability Handy Bowl http://www.specialneedsfamilyfun.com/files/accessliftsramps.html
NACAC State Profiles minnesotas legal definition of special needs is as follows. The child must have one or more of the following special needs http://www.nacac.org/stateprofiles/minnesota.html
Extractions: E-mail: adoption.assistance@nacac.org adoption.assistance@nacac.org . If you have state-specific questions, please call your state subsidy contact person or the NACAC subsidy representative (both listed above) for more information. The child must have one or more of the following special needs: The child is a member of a sibling group to be placed as one unit where at least one sibling is older than 15 months of age.
An Enabling Vision Department of School Education. (NSW). (undated, post 1990) special education policy. Providing services to special needs students in a decentralised http://www.educationau.edu.au/archives/enabvis/Select-b.htm
Extractions: Skip to main content What is AT AT Works! ... STAR Home Page This fact sheet is intended as a brief introduction to the educational rights of students with disabilities under the Individuals with Disabilities Education Act. This information does not constitute legal advice as each student's case is different, and the law is constantly subject to change. This fact sheet concerns only Minnesota and federal law and may not be valid in other states. Assistive technology (AT) refers to both assistive technology devices and assistive technology services. Assistive technology devices (AT devices) means "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability." Examples of assistive technology devices include: adaptations to personal computers, specialized software;
Twelve Point Plan The City of Minneapolis, Hennepin County and the state legislature need to Under minnesota law, all children must attend school until the age of 18. http://www.mpls.k12.mn.us/Twelve_Point_Plan.html
Extractions: Select One Achieve!Minneapolis Accountability Athletic Schedule Atomic Learning Attendance Matters Data/Research District Map District Initiatives Donate to MPS Lunch Menus MPS Facts Mpls.Kids Child Care No Child Left Behind Office of Civil Rights Policies Reunions Special Ed. School Requests Volunteering About MPS Twelve Point Plan for Improving the Academic Performance and Graduation Rates of Students of Color (With a Particular Focus on African American, American Indian and Hispanic/Latino Students) As never before, schools are being held accountable for results, and that is as it should be. Minneapolis Public Schools is committed to one standard and that standard is academic excellence. MPS's accountability report, Measuring Up: A Report on the Minneapolis Public Schools 2002 , illustrates that many of our schools and students are experiencing academic success. Still, far too many of our African-American, Native American and Hispanic American students are not on track to graduate from high school. As a district, our job is to ensure that no child in this city is left behind. We welcome our responsibility, however, the schools cannot achieve that goal alone. The entire community must mobilize on behalf of students - particularly students of color. Parents must see to it that children come to school every day; communities must provide safe, structured after school activities and tutors. Parents, teachers and the community must promote and model respectful behavior and communicate the value of education to students. The City of Minneapolis, Hennepin County and the state legislature need to become full partners, supporting efforts to find safe, affordable housing for families with children in homeless shelters. Leaders in communities of faith need to lend their voices to furthering the cause of children in Minneapolis. Because, when all is said and done, together we will be held accountable for this generation.
Glossary Of Legal And Technical Terms Child find The process of finding students who might need special Related services Extra services that disabled children need in order to get FAPE, http://www.mnddc.org/extra/factsheets/Glossary.htm
Extractions: Glossary of Legal and Technical Terms Definitions of terms used in the Minnesota Disability Law Center Self-Advocacy Fact Sheets 504 accommodation plan The plan a school has to make to help a student with a disability who does NOT qualify for special education. Adaptations Changes to school rules or expectations that a student with a disability might need in order to learn in the regular classroom. Advocate Someone who is on your side and will help you understand the law and fight for your rights. An advocate can be a lawyer or anyone else who understands your problem and can help you. Alternative education services Special options for teaching that the school can use when the student cannot be in school. Alternative education placement A different school setting for a child who cannot get along in the school s/he is in. Annual goals Educational goals in a students IEP. They should be positive, easily measured, and specific to the student. They are the framework for the students educational plan for that year. Appeal A formal request to have an official review your case. This is a chance to give more information and bring other people in to support your case.
Afterschool.gov - After School Programs for special needs Children After School programs should create services that accommodate the special needs of all children. http://www.afterschool.gov/cgi-binh/texts.pl?page=&subpage=main1stpc7&sid=7
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?
Extractions: Respite Care ... How to Retrieve Articles III. Recreation and Leisure Behaviour Change Bailey, S. D., Wings to fly: Bringing theatre arts to students with special needs , Rockville, MD: Woodbine House, 1993. , Fall, 1990. Aging , n366 p35(3), Fall, Center for Recreation and Disability Studies, School-community leisure link: Leisure education program , Chapel Hill, NC: Center for Recreation and Disability Studies, University of North Carolina, Chapel Hill, 1992. Center for Recreation and Disability Studies, , Chapel Hill, NC:, University of North Carolina, Chapel Hill, 1991. Congdon, David M.; Et al., A Part, Not Apart: A Systematic Approach to Integrated Recreation and Leisure for Developmentally Disabled Adults , Grant-Blackford Development Center, 1981 Developing leisure time skills for persons with autism: A practical approach for home, school, and community
Omar Bonderud Human Rights Award We need your help in finding an exceptional individual or organization that has made special for students with special needs from Jefferson High School. http://www.ci.bloomington.mn.us/cityhall/commiss/hrc/bonderud/bonderud.htm
Extractions: Bloomington Human Rights Commission Omar Bonderud Human Rights Award The Omar Bonderud Award is presented by the Bloomington Human Rights Commission to an individual or organization that has made a significant contribution to ensuring the rights of people in Bloomington. Omar Bonderud was the first Chairperson of the Bloomington Human Rights Commission, formed in 1968. Award Application Past recipients Award Application The Bloomington Human Rights Commission is seeking nominations for the Omar Bonderud Human Rights Award. We need your help in finding an exceptional individual or organization that has made special efforts to ensure human rights for all Bloomington citizens. Please submit an application describing what the individual or organization has done in the field of human rights, based on the established criteria. (An application can be downloaded using the link below.) The selected individual or organization will be recognized and receive a plaque at a Bloomington City Council meeting. The deadline for award nominations is September 16, 2005. Send nominations to: Bloomington Human Rights Commission, 1800 West Old Shakopee Road, Bloomington MN 55431-3027.
Special Needs Camps special needs Camps for kids, teens and youth in the United States, Camp School House Rocks Bothell, Washington, USA Phone 425882-4347 http://www.mysummercamps.com/camps/special-needs-camps.html
Extractions: Special Needs Camps for kids, teens and youth in the United States, Canada and Worldwide - MySummerCamps.com. Summer Camps : Special Needs Camps Special Needs Camps Special Needs Camps provide your child with the chance to develop character, learn valuable life skills, make new friends, and discover new interests. Finding the right Special Needs Camps for your child is as important as helping them find the right college! At My Summer Camps , our goal is to help parents find kids and teen summer camps in Canada and USA that will meet the needs of your child. Your search returned categories and 38 summer camps.
Minneapolis Jewish Federation Partner Agencies special nonsectarian programs also aid non-Jews in distress as an Focusing on the needs of supplemental school teachers, the conference brings Jewish http://www.jewishminnesota.org/content_display.html?ArticleID=66440
The Catholic Spirit - Letters To The Editor The unhappy story of the rejection of a disabled student from the Academy This is an area that needs to be addressed, not school by school but as policy http://www.thecatholicspirit.com/advertisements.php?article_type=Letters to the
SNOM - Special Education minnesota School Nurses Organization (SNOM) is a nonprofit professional Why do school nurses need to know about the special education process? http://www.minnesotaschoolnurses.org/spec.html
Extractions: Minnesota Statue 125A Minnesota Rule 3525 Students who are in special education have a higher incidence of chronic health conditions: Licensed School Nurses (LSN) often work with students who have chronic health conditions, and there exists a strong probability that the LSN will be working with children who are in special education, or students who are being evaluated for special education. The LSN is a resource to educational staff on how health conditions are impacting the student in his, or her, educational environment. For the LSN to function in this integrated role between health and education systems, they must have the knowledge of the special education process to ensure compliance and Best Practices.
Extractions: PDF version of the Catalog Table of Contents Fields of Study The University ... Return to Fields of Study Special Education College of Education 303 Townsend Hall (573) 882-3742 Fax (573) 884-0520 http://special-education.missouri.edu/ FACULTY Tim Lewis, chair, professor, PhD, University of Oregon. Behavior disorders and Developmental disabilities. Sharon Huntze, assistant professor, EdD, University of Missouri-Columbia. Behavior disorders. James E. Leigh, professor emeritus, PhD, University of Southern California. Learning disabilities. Erica Lembke, assistant professor, PhD, University of Minnesota. Educational Psychology (Learning Disabilities). Rebecca McCathren, associate professor, PhD, Vanderbilt University. Early childhood special education. Michael Pullis
Extractions: Materials of interest to persons studying, working or living with students or adults requiring special needs (physical, emotional, learning, mental, etc.) All are located in the Peabody Library unless otherwise noted. Directories Computer Resources for People with Disabilities: A Guide to Exploring Today's Assistive Technology. Alliance for Technology Access. Alameda, CA: Hunter House, 1994. Reference HV 1569.5 .C675 1994 The Directory for Exceptional Children . Boston: Porter Sargent Publishers. Latest in Ready Reference LC 4007 .D5 Directory of College Facilities and Services for the Handicapped. Phoenix, AZ: Oryx Press, 1983-. Latest in Ready Reference LC 4812.6 .D57 Directory of Facilities and Services for the Learning Disabled. Novato, California: Academic Therapy Publications. Latest Only in Ready Reference L 901 D5114 Kravets, Marybeth and Imy Wax. 4th ed. New York: Random House, 1997. Ready Reference L 901 .K73 1997 Peterson's Colleges with Programs for Students with Learning Disabilities.
Alcohol And Other Drug Use By Adolescents With Disabilities For the most part, data indicate that students identified as disabled are no special educators need to work with school administrators and staffs to http://ericec.org/digests/darchives/e506.html
Extractions: November 1991 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?
About The Author/Webmaster Leave A message on the Ask A special needs Transportation Expert Bulletin Board As the special Education Transportation Coordinator for a school http://www.whitebuffalopress.com/author.htm
Extractions: Doctor of Education, Dissertation Topic: Guilford's Structure of Intellect and the Social Intelligence of Juvenile Delinquents. August, 1975. As the Special Education Transportation Coordinator for a school district of 73,000 students (K-12) I supervise 2,700 exceptional students who daily ride 155 special education buses. Seveny-five (83) of those school buses are lift-equipped and air conditioned. There are more than 300+ personnel who lovingly and carefully transport exceptional students out of three transportation centers across a school district of 350 square miles in urban-suburban-rural San Antonio and NW Bexar County. Northside
Past Issues - March/April 1999 Practitioners and researchers alike argue that coteaching need not be an At Bloomington High School North in Bloomington, IN, special education 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)."
Extractions: Resources Online Documents Getting Started Service-Learning as an Integrated Experience in Middle School Education: An Introduction to Resources and Information (Search Tips) Source: National Service-Learning Clearinghouse Service-Learning as an Integrated Experience in Middle School Education: An Introduction to Resources and Information Students in Salt Lake City, Utah helped clean up a hazardous waste site, passed two new laws and planted hundreds of trees in their commitment to improve the environment. Students at Louis Armstrong Middle School (Queens, New York) are enrolled in a variety of service-learning programs. Two classes work with young children, one class works at a local daycare, and another is paired with a nearby first-grade elementary school class. Reluctant readers are building new relationships and are developing competence and leadership skills. As eighth-graders in San Antonio, Texas serve as teachers to elementary school students, and their own reading levels have gone up and the drop-out rate has reduced from 86% to 6%.
