Communicating About Early Childhood Issues: Others Speak Out particular attention to the needs of poor, minority, and disabled children. nebraska SchoolAge Child Care Alliance. Topics included are NeSACA, http://www.esu3.org/ectc/issues/speakout.htm
Extractions: Communicating About Early Childhood Issues: State and National Organizations Center for Community Change is a progressive social justice organization whose central project is to support the emergence of one or more movements for social and economic justice in the U.S. The Center strives to transform the national debate and national politics as well as the institutions, economic systems and policies that affect low-income people and working class people, especially people of color.
Opera Directory special Touch. An organization whose goal is to provide disabled individuals Guide to camps that focus on therapy for children with special needs and/or http://portal.opera.com/web/?cat=469109
SIGN ON POSITION PAPER ON IDEA REAUTHORIZATION - Www.ezboard.com At this critical time when states, districts and schools are being held Family Resource Center for Disabilities and special needs, South Carolina http://p078.ezboard.com/fourchildrenleftbehindfrm28.showMessage?topicID=95.topic
Extractions: Want to be notified when this page is updated? Click here to sign up for the Clerc Center's E-Newsletter! Altshuler, K. 1978. Toward a psychology of deafness. Journal of Communication Disorders, 11, Altshuler, K.Z. 1986. Perceptual handicap and mental illness, with special reference to early profound deafness. The American Journal of Social Psychiatry, VI Altshuler, K.Z., Deming, W.E., Vollenweider, J., Ranier, J.D., Tendler, R. 1976. Impulsivity and early profound deafness: A cross-cultural inquiry. American Annals of the Deaf, 121
TheOmahaChannel.com - Home What do you think of Omaha Public schools plan to overtake Millard, comes to helping with a disabled child. I am a single parent of a special ed child. http://forums.ibsys.com/viewmessages.cfm?sitekey=oma&forum=247&topic=12149&start
Extractions: Recreation and Leisure ... How to Retrieve Articles IV. Respite Care Psychological Reports , December 1999. Focus on autism and other developmental disabilities , v 14 n 2, 1999. Agosta, J.M. and Bradley, V.J. Editors, Family care for persons with developmental disabilities: A growing commitment , Human Services Research Institute, Boston, MA 1985. Manual of the parent respite care cooperative , Association for Retarded Citizens, Kalamazoo, Michigan, 1977. Apolloni, Anthony H.; Triest, George, Respite Services in California: Status and Recommendations for Improvement, Mental Retardation ; v21 n6 p240-43 Dec 1983. Arc Fact Sheet, Respite Care Debby Ingram, Research Associate, Family Support Project, http://www.thearc.org/faqs/respite.html The ARCH National Directory. ARCH National Resource Center, Coordinating Office, Chapel Hill Training-Outreach Project, 800 Eastowne Drive, Suite 105, Chapel Hill, NC 27514; revised annually. The National Respite Locator is located at
Posted 12/20/03 From The Daily Record Newsroom Special Services But New Jersey schools also send more students to special schools than any other state one of every 10 disabled children does not attend his local school. http://www.dailyrecord.com/news/bigbucks03/special_services_1.htm
Extractions: /* You may give each page an identifying name, server, and channel on the next lines. */ var pageName="" var server="" var channel="" var pageType="" var pageValue="" var prop1="local-news" var prop2="" var prop3="" var prop4="" var prop5="" var prop6="news" var prop7="local_news" var prop8="" var prop9="" var prop10="" /************* DO NOT ALTER ANYTHING BELOW THIS LINE! ***************/ var s_code=' ' Posted 12/20/03 from the Daily Record newsroom Special services costly but well spent By Whether the students attend small, special classes, regular classes with an aide or private schools, educating handicapped pupils is expensive. So its no surprise that New Jersey's high special education classification rate has placed the state among the top spenders on student support staff and tuition to special schools.
NCELA OUTLOOK - August 2002 The Education Development Center, Inc. studied three middle schools in Florida, Missouri, Guide to English Language Learners with special needs http://www.ncela.gwu.edu/enews/outlook/2002/08.htm
Extractions: Inside this Issue: This month's issue of Outlook features articles on special education and English language learners. What's the Latest in Education Research? Minority Students in Special and Gifted Education What Administrators Can Do to Make Schools Successful for All Students ASL-English Bilingual Classrooms Collaboration among School Professionals in Serving CLD Students with Exceptionalities
Ways To Donate by Inc. Resources for Children with special needs, Resources for Children (c. 2000) Teaching Developmentally disabled Children The Me Book http://www.fjb.org/printerfriendly/pf_support_bookstore.php
Extractions: IN ASSOCIATION WITH AMAZON.COM As another way for you to support Junior Blind of America, we have teamed with Amazon.com and welcome you to our online bookstore. We chose to team with Amazon.com because in December 2001, Amazon.com launched an alternative website designed for individuals with visual impairments called Amazon Access. The site is located at www.amazon.com/access and is a streamlined version with less text and graphics. The text and user functions are compatible with screen access software, which reads aloud the text and links. In addition, Amazon.com has maintained a text-only version of its standard e-commerce site since the company went online in 1995. Whatever you may purchase through Amazon.com, we thank you for your support and wish you happy shopping on Amazon.com! You may click here to begin your
Extractions: Search: search the entire directory search this category only Top Recreation Camps See also: Kids and Teens: Sports and Hobbies: Summer Camps: Special Needs Society: Organizations: Service Clubs: Lions Clubs International: Special Needs Camps Amasa - Christian camps and retreats in British Columbia for adults who have mental handicaps and for children with physical or mental handicaps.
00.03.06: Privacy Issues And Disabled Persons Also, in order to understand the history of the special needs student the By the time a disabled student enters preschool a mountain of paperwork work http://www.yale.edu/ynhti/curriculum/units/2000/3/00.03.06.x.html
Extractions: Joanne R. Pompano In recent years, disabled persons have fought for their right to equal access to facilities, experiences, and opportunities in American society. Much progress has been made in the effort to ensure that disabled citizens have equal and appropriate opportunities in schools, communities and workplaces. Often this progress was made possible by the rulings of the Supreme Court and by State and Federal legislation. However, disabled people may have lost some of their privacy in the process. Are there issues of privacy that are unique to the disabled? What protection is provided to disabled persons? Have some of the laws that were developed to assist them also created privacy issues for them? This unit addresses the privacy issues faced by the handicapped populations in our country. It will provide students with the opportunity to discuss and understand these issues and the protection or lack of protection provided by the laws of the United States. Although, the unit was developed to explore issues of privacy as they pertain to the disabled, it should also be of value to the non-handicapped student wishing to understand the problems and concerns of disabled peers. In addition, classroom teachers will also gain insight into the problems that are of concern to their disabled students.
Extractions: The Center participates with the University of Nebraska College of Dentistry in a program of rotations involving senior dental and dental hygiene students. The purpose of the program is to provide dental and dental hygiene students with: As a clinical rotation site, the Center provides dental students with eight blocks or three-week rotation periods during the school year. Dental hygiene student rotations are for one week. The rotation may be split between BSDC and another site. Supervision is provided by the BSDC Dentist. Students have the opportunity to observe, assist, and treat patients under this supervision and to complete assigned laboratory procedures. For more information, contact Robert Grow, DDS, (402) 223-7514, or by e-mail at:
Extractions: The Least Restrictive Environment (LRE) is the educational environment providing the greatest exposure to and interaction with general education students and persons without disabilities and LRE enables a student with a disability to receive an appropriate education. It is grounded in the idea that the general education environment is appropriate for educating all students. It is also expected the entitled individual may need special assistance in the general education setting. The LRE decision is based on: The general education environment includes the general education curriculum, instruction, academic opportunities and settings that nondisabled students experience, as well as the nonacademic and extracurricular activities in which nondisabled students participate. Examples of the general education environment for school age students include: Classroom settings in elementary and secondary schools;
Extractions: The IEP shall include: (iii) A statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child and a statement of the program modifications or supports for school personnel that will be provided for the child. (iv) An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in activities described in paragraph (clause iii); (vi) The projected date for the beginning of the services and modifications described in paragraph clause (iii) and the anticipated frequency, location, and duration of those services and modifications. Each IEP Team makes decisions about the special education instruction and related services, as well as supplementary aids required to meet the needs of an eligible individual. In addition, the IEP Team addresses the extent, if any, to which the student will not participate with nondisabled students in general education and nonacademic activities. All services outlined on the IEP indicate the projected date for the beginning of the services and the modifications for each. The frequency, location, and duration of the services are also specified by the IEP Team.
Esmerel's Collection Of Special Education Resources This page is dedicated to special education resources. resource program designed to assist school districts in BC in meeting the technology needs of http://www.esmerel.org/misc/special.htm
Extractions: (Courtesy of Esmerel: Home of Unicorn Quest : The Kids' Typing Tutor Game for One or Two Hands ) Welcome to another part of Esmerel's Collection of Disability Resources. This page is dedicated to special education resources. This list is growing constantly. If you know of any other resources or have suggestions, please email Heather.
MetDESK Workshops YMCA; 7th Annual Seeking a New Dawn Conference; A Very special Place; Aaog Autism of NY Hungarford School; IGHL; Korean American disabled Association http://www.metlife.com/Applications/Corporate/WPS/CDA/PageGenerator/0,1674,P3799
Extractions: Insurance Banking Investments Planning Services ... Contact MetDESK MetDESK Workshops Get Free Personalized Assistance Schedule a Workshop MetDESK Workshops Here is a sampling of the places throughout the country where Met DESK Click here to Schedule a Workshop for your organization (*Reflects National Conference Presentation) YMCA 7th Annual Seeking a New Dawn Conference A Very Special Place Aaog Autism of NY Outreach Aaog/AfNY Aarc Brooklyn Blue Feather School Abilities Expo Access Services of Rockford Advocates AHA/AS/PDD/Nassau Group AHA/AS/PDD/Suffolk Group AHRC Alabama Dept. of Rehabilitation and Special Education Andes Central School Arc of Cape Cod Arc of Howard County Arc of Miami Arc of Monmouth County Arc of Nebraska Arc of Utah ASPIRE Ataxia Telangiec Tasia National Conference* Autism Foundation Autism Group of Montgomery County Autism Society of America Autism Society of Michigan-Marquette Chapter Autism Society of Wisconsin Autism Youth and Family Services Barbara Olsen Center of Hope Bergen Boulevard School Berkshire Pediatric Development Center Brain Injury Association of Georgia Carrey Services CDs CES Chapel Haven School Children's Center Children's Health Program Community Resources Community Resources Activities For Persons with Disabilities Community Resources for People with Autism Community Therapy Service Debora Hospital Didd Delmarva Institute on DD Dow Agri Downs Syndrome Society El Valle Community Parent Resource Group Epilespy Foundation Fairfield County AS-PDD Support Group Families Helping Families Florida Voice on Mental Retardation
FairTest Examiner Summer 2004 schools need not give limited English proficient children their states regular New Jersey asked to allow schools with fewer than 35 special education http://www.fairtest.org/examarts/Sp-Su 2004/Feds tinker w NCLB.html
World Reach She works with children grades 3 5 who have a variety of special needs, In addition, she serves as Chairman of Pontotoc High School s special http://www.heartspringworldreach.org/2002Winners.html
Extractions: 2002 Award Winners Ms. Banerjee employs a variety of effective techniques in her classroom, including standardized assessment for placement and curricular purposes and implementation of behavior modification and social skills programs. She also utilizes ongoing formal and informal assessments that allow her to create detailed portfolios to show student progress that may not be evident in quantitative data alone. Ms. Banerjee obtained her Bachelor's degree from the University of Delhi in Indi and received her Master's degree from Boston University, where she was awarded a full merit scholarship.
Gsa208 MCOs to provide IDEA related services to disabled children on school premises special Education Services. The HEALTH PLAN may not deny the provision 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.
Extractions: Establish and enforce rules for behavior and procedures for maintaining order among the students for whom they are responsible. Observe and evaluate students' performance, behavior, social development, and physical health. Prepare materials and classrooms for class activities. Adapt teaching methods and instructional materials to meet students' varying needs and interests. Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. Instruct students individually and in groups, using various teaching methods such as lectures, discussions, and demonstrations.
