Vita Of Katharin Alcorn Kelker, Ph.D. What Parents Need to Know About Assistive Technology, Billings, montana, Shared Responsibility Regular and special Education. Lockwood schools http://www.kelker.org/About/vita.html
Extractions: EXPERIENCE Director of a program providing information and support to parents of children with disabilities throughout Montana Family Assistance Project NIMH Grant, $30,000 per year, renewable Alliance for Technology Access (ATA) Directed project providing information about assistive technology to parents of children with disabilities Information and Referral (Part C) Developmental Disabilities Division Grant, $32,000 per year, renewable Parent Training and Information Center D.O.E. Grant, $750,000 for 5 years MonTECH Access Co-Op, Tech Act Grant $24,500 per year, renewable Montana Center for Handicapped Children Eastern Montana College; Billings, Montana D.O.E. GRANT, $416,446 for 3 years Montana Center for Handicapped Children Eastern Montana Collegel Billings, Montana
NACAC State Profiles montana s legal definition of special needs is as follows. Child with special needs means a child who is under the placement and care responsibility of the http://www.nacac.org/stateprofiles/montana.html
Extractions: E-mail: runingfox@yahoo.com runingfox@pocketmail.com 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. 1. Montana's legal definition of special needs is as follows:
The Havre Daily News: Helping Disabled Toddlers Kaftan works part time for the school district, helping 3 to 5-year-olds determine what services and therapy will benefit a child with special needs. http://www.havredailynews.com/articles/2003/11/07/local_headlines/toddlers.txt
Extractions: Home Archives Subscribe Online Classifieds ... Contact Us Local News Local Headlines National Headlines Sports Editorials ... Features Special Sections Community Business Directory Events Calendar Links Online Sections Financial News Health News Entertainment Town Hall ... Guestbook Top Cars Helping disabled toddlers By Patrick Winderl/Havre Daily News/ pwinderl@havredailynews.com In small room on the east end of the District IV Human Resources Development Council building, Laura Bleak is helping a 6-year-old boy improve his motor skills. Using building blocks, a scooter and inflatable balls, Bleak uses a number of physical tasks to help the boy build cognitive learning skills and muscle coordination. Bleak is an occupational therapist for Havre Public Schools and Quality of Life Concepts Inc., a private, nonprofit organization that provides home-based services for children with developmental disabilities and their families. The organization, which occupies several offices in the HRDC building, serves about 50 children ranging up to 18 years of age said Kathy Leeds, a family support specialist for Quality of Life. The services provided by the organization have been invaluable, said Dottie Wilson, whose 5-year-old daughter, Keeley, has a rare genetic disorder called Williams syndrome. The syndrome delays the development of cognitive and physical functions. It occurs in about one of every 20,000 births.
Related Links For Learning Disabilities The Association of schools and Agencies for the Handicapped (ASAH) is a The Federation for Children with special needs is a center for parents and http://www.kidneeds.com/diagnostic_categories/learning_lnk.htm
Extractions: Back to Top Advocacy, Inc. is a nonprofit corporation funded by the United States Congress to protect and advocate for the legal rights of people with disabilities in Texas. It is not a part of state or local government. It has offices throughout the State of Texas, and a Board of Directors appointed mainly by disability organizations. Back to Top Advocates for Children of New York, Inc. AFC works on behalf of children from infancy to age 21 who are at greatest risk for school-based discrimination or academic failure. These include children with disabilities, ethnic minorities, immigrants, homeless children, foster care children, limited English proficient children and those living in poverty.
Related Links For Physical Disabilities The Federation for Children with special needs is a center for parents and parent WAPD links the disabled and supporters to current leading edge http://www.kidneeds.com/diagnostic_categories/physical_lnk.htm
Extractions: Back to Top Access-Able Travel Source is dedicated to aiding travelers with disabilities and the mature traveler. We accomplish this by having practical information needed to go cross-town or around the world. The database has not only accessible accommodations but also everything to make a trip fun and exciting.
Eduction And Academic Sources India Worldwide Center for special needs Populations Promoting organizational change and community montana School For The Deaf And The Blind - Provides educational http://hindustan.net/education/educationforchallenged.html
Writing Matters A football player, a disabled girl and a truthful story education in which I interviewed about three dozen parents and children with special needs. http://writingmatters.lee.net/articles/2005/08/02/wrote/z166-rider.txt
Extractions: Return to Editorial Matters GREAT WRITING SITES Inkstain A good place to find strong, narrative writing and inspiration Pulitzer Contains all kinds of stories the feature winners are almost always narratives but you'll also find story telling techniques in the community service pieces as well as the beat and shorter pieces St. Petersburg Times Site includes Tom French's Angels and Demons, a narrative classic that is novel length. Also a good series from Anne Hull on migrant workers. Association of Newspaper Editors The American Society of Newspaper Editors Distinguished Writing Awards, indexed by year, highlight the writing excellence found in daily newspapers. WRITING RESOURCES Power Reporting Contains thousands of free research tools for journalists Poynter Contains daily updates on issues impacting journalists, as well as tips, advice, story ideas Facsnet Contains tools to help journalists do their jobs IRE Resources IRE offers journalists more than 1,500 tip sheets, a huge database of stories as well as reporter contacts and resources No Train, No Gain
Extractions: Congressman Denny Rehberg, 516 Cannon House Office Building, Washington, DC 20515 N E W S March 6, 2003 Rehberg Calls for Full Funding of Special Ed Program WASHINGTON, DC - Montanas Congressman Denny Rehberg (R) today told the House Budget Committee the federal government is not keeping its promise to fully fund the Individuals with Disabilities Education Act (IDEA). In just five school years the estimated federal shortfall in IDEA funding has cost Montana $92.7 million, Rehberg told the panel. "This year alone Montana will be shortchanged at least $25.5 million in IDEA funding. That means $25.5 million less for new teachers, computers, books, and Internet access." The 1976 IDEA program directs the federal government to contribute 40% of the costs associated with meeting the needs of disabled children directly to the states and local districts that provide the educational services. To date, local school districts across America are still waiting for the federal government to provide its promised share, Rehberg said. Each time I visit a school in Montana, educators stress the desperate need to fully fund the Individuals with Disabilities Education Act, Rehberg said.
Kelker a statewide organization dedicated to empowering people with special needs. At that point, Kathy enrolled at Eastern montana College and earned a http://www.yellowstonevalleywoman.com/Kelker.htm
Extractions: Recent Covers of Yellowstone Valley Woman January/February 2002-Kathy Kelker KATHY KELKER: A Teacher's Journey By Ann Kooistra-Manning Katharin "Kathy" Kelker knew at an early age that she wanted to be a teacher. "I don't think I ever seriously considered any other option," she said. Little did she know that the twists and turns of personal experience and diverse work environments would guide her career from her first position as a high school English teacher to becoming an advocate for children with disabilities and a college professor who prepares new teachers for the complexities of the modern classroom. Kathy has received national recognition for her work as an educator and as the co-founder and long-time director of Parents, Let's Unite for Kids (PLUK), a statewide organization dedicated to empowering people with special needs. She is currently an assistant professor in the College of Education at Montana State University-Billings, where she shares her expertise in special education with future educators. THE JOY OF TEACHING Kathy is articulate and confident, and she can't conceal her enthusiasm for teaching. Her eyes light up and she strains forward in her chair as she recalls students who have touched her in some way or describes an aspect of her work that she finds particularly exciting.
ParaPros Effective schools assess paraprofessional training needs. Training and mentoring are then Routine is very important for children with special needs. http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/ParaPros.html
Extractions: While certified or licensed professionals are ultimately responsible for success and safety of the students in our classrooms, those tasks would be much more difficult if it were not for paraprofessionals. They have become essential providers of special education support in our schools. In recent years, paraprofessionals have typically been hired to serve in inclusive classrooms. Most assist teachers with the entire class roster, meeting the needs of certain students with disabilities while assisting others too. Some serve as "one-to-one" aides, solely serving the needs of a student with a severe disability. Paraprofessionals work as support personnel under the supervision of certified school professionals. Paras serving in special education positions assist teachers in both instructional and/or non-instructional tasks. Paraprofessionals are known by a variety of job titles, depending on the school district and assigned duties. Some of the more common professional names are: -parapro Paraprofessionals enter their educational employment from a variety of backgrounds. Many have parental and child care experience, some have none. Some have had years of experience as assistants or volunteers in educational programs, others have no such experience. Some lack a high school diploma (or equivalent), while others may possess a college degree. The minimum amount of educational training and experience required of a paraprofessional is usually determined by the individual school system
Arthur B. Schultz Foundation The Bozeman, montana office seeks to preserve the natural treasures of the ETC annually enables over 2000 people with special needs to experience the http://www.absfoundation.org/2004.html
Extractions: ABSF supports efforts to push the boundaries of what is thought possible for disabled individuals in the realm of outdoor access, with an emphasis on non-motorized backcountry and wilderness exploration. Photos: Mountain goat ( ). Phyllis Lake, Boulder-White Cloud Mountains, Idaho. (Lynne Stone). Major Grant Summaries - 2004 Wildlands Conservation Earthjustice Legal Defense Fund The Roadless Area Conservation Rule, adopted by the U.S. Forest Service just before President Bush took office, protects the remaining 58.5 million acres of undeveloped national forest lands, including almost 19 million acres in Idaho, Montana, and Wyoming. However, it is a priority of the timber, mining, oil, and gas industries, and thus of the Bush Administration, to reverse the rule. Greater Yellowstone Coalition
Changes To Special Ed Law Give States More Leeway disabled children can no longer be required to take medication as a condition The law would require schools to continue special education services if a http://www.stateline.org/live/ViewPage.action?siteNodeId=136&languageId=1&conten
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.
Board Of Trustees Procedure 2161P the student is legally disabled according to the school statutes of montana. If the removal of a special education student from school results in a http://www.sd5.k12.mt.us/brd/pnp/2000/2161p.htm
Extractions: Child Find Procedures used to annually inform the public of all child find activities, for children zero through twenty-one; Identity of the special education coordinator; Procedures used for collecting, maintaining and reporting data on child identification; Procedures for Child Find Activities (including audiological, health, speech/language, and visual screening and review of data or records for students who have been or are being considered for retention, delayed admittance, long term suspension or expulsion or waiver of learner outcomes) in each of the following age groups. Infants and Toddlers(Birth through age 2)
MHA...An Association Of Montana Health Care Providers Through Head Start, Inc., 150 children with special needs, at the Public School District, The Next Best Place, and the montana Youth Challenge program. http://www.mtha.org/data/msr4.htm
Extractions: 2001 - Spring 2002 Community Outreach (part 3) Reaching Out... Central Montana Medical Center Community Outreach is wide and varied, from purchasing a $20,000 lifesaving device for the local Fire Department to sponsoring an annual Bike Safety Day. CMMC supports medically needy projects beyond the Lewistown area as well. Many rural communities have benefited from dollars donated to outlying schools to medical equipment purchased for rural ambulances, and to not forget the needy country of Kyrgyzstan who received an ECG machine and medical supplies from our hospital. CMMC contributions to the community may be one of many things that add up to big things that make a significant difference for central Montanans. Safety for the kids...
NYLN>>National Youth Leadership Network College Campus School, working with children with severe special needs. School/Job University of montana; Peer Advocate for Summit Independent http://nyln.org/about/meetgb.html
Extractions: Awards/Recognition: National Center on Deafness Humanitarian of the year award University Student Union Chairperson Recognition award, Alpha Sigma Theta little brother of the year award. Disability Areas of Interest: ADA, IDEA, disability awareness issues at the University level, advocacy for people with disabilities in urban communities, educational and employment transition programs, cultural diversity and outreach programs. more about us history of the nyln what is the Governing Board?
Residence Life Office - Contract special Access needs Grad NonTraditional International Students University Villages accommodates disabled students when they become eligible http://ordway.umt.edu/SA/RLO/index.cfm/page/861
Extractions: Student Affairs Navigation Department Navigation Page Content Page Footer ... Summer School Housing Topics 1. Conditions of Occupancy 2. Disabled Student Assignment Policy 3. Occupancy Standards 4.  Rent Payments and Contract 5. Sublease Information 6. Termination of Occupancy by The University of Montana 7. Liability Conditions of Occupancy Eligibility for University Villages requires that at least one adult member of the household must be enrolled for a minimum of eight (8) credits/semester (Fall and Spring) each calendar year. Priority is given to students who are married or otherwise have a legal dependent relationship with another adult; single parents or guardians with at least one legal dependent living in the apartment with them or single students with disabilities who require a live-in personal care attendant. Single students may be assigned apartments if qualified applicants do not fill the vacancies. If more than one non-related student applies to live together in one apartment, each student must be a registered student at The University of Montana. Faculty and staff personnel also may be assigned housing if qualified applicants do not fill the vacancies. Faculty/staff assignments are limited to one year, ending July 31, regardless of the assignment date. Students residing in University Villages must demonstrate satisfactory progress toward a degree by earning sixteen (16) credits or more each calendar year. After the initial year of residency in University Villages satisfactory progress is based upon credits earned during the preceding calendar year.
Attention Deficit Disorder-Legal-FAQ need special education and specially designed instruction. This manual, developed in montana, is intended to assist schools in complying with http://ericec.org/faq/add-lega.html
Extractions: What information is available on legal issues and attention deficit disorder? Most students with ADD are served in the general education classroom. Some students may receive services under the rules and regulations of either Individuals with Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act of 1973. The IDEA defines as eligible only students who have certain specified types of disabilities and who, because of one of those conditions, need special education and specially designed instruction. Section 504, protects all qualified students with disabilities, defined as those having any physical or mental impairment that substantially limits one ore more major life activities including learning. Section 504 covers all students who meet this definition, even if they do not need to be in a special education program. It is important for classroom teachers and other professionals who work with these students to understand the classroom modifications and accommodations that can assist these students. (From "Section 504 and the ADA Promoting Student Access: A Resource Guide for Educators.
