2004 - Gannett Community Grants Minneapolis, MN, $4000, Aprendamos Computacion special School District No. 1 Funds are needed to supplement the maternity and special needs adoption http://www.gannettfoundation.org/GRANT LISTS/2004GRANTS-fieldMD-MT.htm
Extractions: Home Back 2004 Grants Report Gannett Community Grants ALPHA by STATE MARYLAND - MONTANA MARYLAND MAINE MICHIGAN MINNESOTA ... MONTANA (excludes Washington, DC Metro Area Salisbury, MD Easter Seals is requesting this grant to purchase new and updated assessment tools and equipment for their Pediatric Therapy programs. Salisbury, MD Foodbank of Southeastern Virginia The Foodbank of the Eastern Shore is in need of a fourteen foot refrigerated box truck. Salisbury, MD Holly Community Inc This program will provide 50 economically disadvantaged individuals with significant disabilities an activity that is both therapeutic and enjoyable. Salisbury, MD Kids of Honor Inc To assist in the purchase of a server needed for establishing an infrastructure for program delivery, assessment and accountability. Kids of Honor is a recognition and incentive program to keep students in school thru HS graduation. Salisbury, MD
Extractions: Boarding school with supporive classroom structure and learning center. Both classroom and learning center teachers receive ongoing training in effective instructional methodologies. Forman teachers are facilitators of the learning process and need to know validated teaching tools. Teachers are trained in understanding learning differences, attention disorders, the most effective teaching processes relevant to their content and task-specific strategies. Kris Keeney
Extractions: Skip Navigation UCPs Education Channel provides resources for parents, teachers, and others involved in the education of students with disabilities and other special needs. September 24, 2005 UCP AffNet Entrance [password required] Go back to top President Bush has named a 42 member Commission on Excellence in Education which is to study and recommend changes in eligibility and funding formulae governing Special Education. This Commission is to help the Adminstration prepare for the reauthorization of the Individuals with Disabilities Act (IDEA) which must occur next year, 2002. People with disabilities and their representatives should communicate their positions to Commission members, particularly those members from their home state. For addition information, please see the October 18, 2001 issue of Washington Watch
Findlaw For The Public - After the evaluation, a disabled child may be provided with specific programs and regular classes for part of the school day; special classes in regular http://public.findlaw.com/education/nolo/ency/2E06A1AB-AE4D-4F8E-9BC2971C8DE086D
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Young Children With Disabilities You ll need to find out what the early intervention or special education policies are Section VI schools provide early intervention services and special http://www.kidsource.com/NICHCY/infantpub.html
Extractions: Learning Disabilities We have written this Parent's Guide to help families learn how to get help for their young children with special needs (ages birth through 5 years). We have posed the most asked questions about early intervention services for children ages birth through 2 years old and special education and related services for children ages 3 through 5 years old. The rules or guidelines for special education in the United States and its territories are outlined in a federal law known as the Individuals with Disabilities Education Act (IDEA), formerly known as the Education of the Handicapped Act (EHA). Each state or territory develops its own policies for carrying out this Act. (You can read more about this law later in this document.) You'll need to find out what the early intervention or special education policies are in your state and area. The list of agencies and contact people in your state should help you get started. A NICHCY State Resource Sheet for your state is available from NICHCY.
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.
NCEF Resource List: School Playgrounds special emphasis is placed on recommendations for preschool playground Each school needs a master plan for developing school playgrounds a plan that http://www.edfacilities.org/rl/playgrounds.cfm
Extractions: Provides guidance for developing playgrounds, including site and user evaluation. Types of playgrounds are defined, followed by recommendations for play apparatus safety, materials, finishes, surfacing, and landscaping. Guidance for playground construction site safety, evaluation, and inspection is included. 13p.
The Bellingham Herald Morning sessions are similar to a school setting, afternoon session activities include Camp for children and adults with special needs offers fishing, http://cgi.bellinghamherald.com/cgi-bin/summercamps/showlisting.cgi?loc=SPECIAL
Hands & Voices At that time, CSDF had a special needs unit in full swing, when she said that deaf children with special needs were not welcome at the school because of http://www.handsandvoices.org/articles/education/advocacy/to_whom.htm
Extractions: By Beth Cram We moved to California from Montana during the summer of 1995 as a result of a prior visit to the California School for the Deaf at Fremont program earlier that spring. We were looking for a program that would meet the needs of our nearly three-year-old deaf son with special needs. At that time, CSDF had a special needs unit in full swing, providing what looked like appropriate services to a population of deaf children with additional needs. I was pregnant with our second child at the time of our move. I had no idea that our second son would also be born deaf. We went to the playground to let Jacob unwind from his traumatic experience. I sat in the swings, contracting for lack of a comfortable place to converse. The focus of the psychologist's conversation was to let me know that she felt CSDF would not be an appropriate program for Jacob's many needs. I told her that this would have been good information months prior to our family move. I told her that we had just sold a very nice house in Montana and had made a very costly move both financially and relationally only to move into a very OLD mobile home in a crowded park nearby so our family could have access to a signing environment in order to maximize our support for our precious little one with multiple needs. She was not very supportive of our situation. She told me that there was no legal way to tell families, prior to a move, that their child would not meet the criteria of the program, that they could only offer a trial period to see if there was a match.
Extractions: May 1989 LEARNING DISABLED ADULTS: IMPLICATIONS FOR TRIBAL COLLEGES John M. Dodd and Ron Nelson Chinn and Hughes (1987) reported that the number of American Indians classified for special education services as learning disabled has been disproportionately high. Indeed, according to O'Connell and her associates (1987) the percentage (5.28%) of American Indian children classified as learning disabled (5.28%) is greater than any other ethnic group (Blacks 4.26%, Hispanics 4.14%, Whites 4.14%, Asians 1.66%). Latham (1984) has also suggested American Indian children are overclassified as learning disabled. Overclassification is possible because problems have been identified in regard to testing American Indian children (Sattler, 1988) which would make accurate classification difficult. Since studies of American Indian adults with learning disabilities appear to be non-existent, information must be extrapolated from other groups until the needed studies of this population are conducted. It could be expected there would be proportionately as many American Indian children with learning disabilities as among other ethnic groups. Initially when services for learning disabled students were established, it was thought that remediation would eliminate the need for services for learning disabilities. For example, when visual perception problems were identified exercises were designed and carried out to eliminate the problem. That has not been the case; and services for these students with learning disabilities have been found to be necessary throughout their academic careers. There is no accurate information on the prevalence of learning disabilities among adults but the current opinion is that learning disabilities continue into adulthood although the problems change with life challenges. Since studies of American Indian adults with learning disabilities appear to be nonexistent, information must be extrapolated from other groups until studies of this population are conducted.
Lobbying Season Opens For Special Education those who need 24hour nursing care, or transportation to a special school. In 2001 taxpayers paid a total of $11 billion for special education. http://www.stateline.org/live/ViewPage.action?siteNodeId=136&languageId=1&conten
School Bus Transportation News At STN Media If the 18th century is considered the period of school transportation infancy and the 1989 Transportation Research Board publishes special Report 222 http://www.stnonline.com/stn/industryarchives/schoolbushistory/100years.htm
Extractions: The School Transportation Century I f the 18 th century is considered the period of school transportation infancy and the 19 th century is the period of the industry's adolescence, the 20 th century saw the evolution of a fully developed, mature industry. The solidifying role of the various disciplines such as construction standards, national minimum standards guidelines, scheduling and routing, federal motor vehicle safety standards, special needs transportation, railroad grade crossing safety, state and federal government involvement, occupant protection and more, have had a profound effect on the industry. Throughout the last 100 years, the industry provided more than an estimated 500 billion student rides as the ranks of students being transported swelled to nearly 55 percent of all K-12 students. As the century drew to a close, the Yellow School Bus has replaced the Little Red Schoolhouse as the symbol of K-12 public education in the United States. There is scant indication that transportation by yellow school bus will diminish during the 21 st century.
Abledata: View Organization List It promotes movement from school to postschool activities, This website has information on services for those in need of special education in Virginia. http://www.abledata.com/abledata.cfm?pageid=113573&top=16962&ksectionid=19326&st
