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Mainstreaming In Public Schools Mainstreaming in Public schools. Effects on disabled and Nondisabled Children Teachers without formal training in special education may need special http://www.babyzone.com/features/content/display.asp?TopicID=9187&ContentID=1151
Building Self Esteem In Learning Disabled Students educator and Executive Director of the new hampshirebased Society for Learning disabled children need a program where they can learn. http://www.babyzone.com/features/content/display.asp?TopicID=9187&ContentID=917
Juvenile Justice Institutional Services - Program Service Components The Tobey special Education School is an alternative school for students identifiedas seriously emotionally disturbed and State Seal of new hampshire http://www.dhhs.state.nh.us/DHHS/JJINSTITUTSRVC/res-services-program.htm
Extractions: Program Service Components Residential Services are provided within the framework of a highly structured and regimented daily routine that reinforces orderly, disciplined and respectful behavior. HEALTH SERVICES The Health Services section of DJJS is responsible to ensure the health needs of all youth are met at the Youth Development Center (YDC) in Manchester, Youth Detention Services Unit (YDSU) in Concord and the Tobey School in Concord. Both on campus and community based medical services are provided. Programs are staffed with Registered Nurses 24 hours per day, seven days a week. Varying levels of medical, dental and psychiatric services are provided at all three facilities including admission physicals, human immunodeficiency virus (HIV) and sexually transmitted disease (STD) screenings, lab testing, immunizations and health education. Medical specialty services are obtained from a wide variety of community based providers. CLINICAL SERVICES Clinical Services are provided to YDC residents by qualified professionals, each with a diverse set of skills and expertise in the field of juvenile rehabilitation. The Licensed Alcohol and Drug Abuse Counselor (LADAC) allows the clinical team to improve their delivery of quality substance abuse treatment campus-wide. Clinicians continue to conduct group therapy sessions to meet the special needs of all residents of the separate cottages. Some of these group sessions include: anger management, communication skills, self-esteem and self-awareness, social skills and relapse prevention. Survivor treatment group sessions are offered to the female population members who have been victims of sexual abuse. Other group sessions and counseling offered for females include: eating disorders, depression, shame, low self-esteem, substance abuse issues, abusive relationships and unwanted pregnancies.
Special Education Dropouts. ERIC Digest Despite the recent growth of literature concerning high school dropouts, The new hampshire special Education Information System (SPEDIS) revealed a http://www.ericdigests.org/pre-928/special.htm
Extractions: Source: ERIC Clearinghouse on Handicapped and Gifted Children Reston VA. Special Education Dropouts. ERIC Digest #451. POPULATION Recent state and local follow-up studies confirm this unexplainable attrition rate among students with handicaps. These studies also strongly suggest that the dropout rate among students receiving special education services significantly exceeds the dropout rate among the general school-age population. The St. Paul Public Schools conducted a retrospective examination of the records of 4,500 students in attendance between 1974 and 1977 who left school prior to graduation. They found that up to 80% of the youths who dropped out may have been eligible for special education services. Hippolitus (1980) cited the Bureau of Education for the Handicapped as documenting the dropout rate for special education students at five to six times the rate of youths without handicaps. IMPLICATIONS AND RECOMMENDATIONS The implications of these findings have special significance for educational policy and practice. More systematic procedures for identifying potential dropouts and better follow-through in providing comprehensive programs that retain students with handicaps must be addressed.
Steps In The Special Education Process In New Hampshire The special education process is most effective when parents and school While the new hampshire Rules comply with federal requirements mandated by the http://www.parentinformationcenter.org/sped/steps/
04 08 024 Private School is not approved as a special education school by the program fordisabled students, causing the new hampshire Department of Education to http://www.ed.state.nh.us/education/laws/0408024.htm
Extractions: STATE OF NEW HAMPSHIRE DEPARTMENT OF EDUCATION Student/Hampstead School District IDPH FY 04-08-24 ORDER ON JOINT MOTION FOR SUMMARY JUDGMENT I. INTRODUCTION This matter arose via request by the Hampstead School District ("District") dated and submitted on August 27, 2003, relative to reimbursement for a unilateral placement made by Student's parents, Mr. and Mrs. [ ]. A prehearing conference was scheduled for September 8, 2003, and a due process hearing was scheduled for September 17 and October 1, 2003. The prehearing conference was held on September 8, 2003 at the Hearings Office at 57 Regional Drive in Concord, New Hampshire. In attendance were Winfried Feneberg, Special Education Director for the District; Attorney Gerald Zelin, counsel for the District; and [ ], Student's father. By agreement and with Hearing Officer approval, Attorney Richard O'Meara, who represents Student and his family, was available by teleconference. The parties submitted a Joint Motion for Summary Judgment supplemented by factual representations made by both parties on the record.
MASSPAC-Special Education--Fact Vs. Fiction child to special education, and to require school testing to demonstrate the Our neighboring states of new hampshire, Connecticut, and Rhode Island, http://www.masspac.org/resources/fact_fiction.htm
Extractions: FACT VS. FICTION Anecdotes and stories are often cited to support the need to amend Chapter 766 in ways that would be drastic and devastating for children. However, the facts clearly demonstrate that these anecdotes present a distorted view inconsistent with reality. FICTION: Parents and advocates are unreasonable and consistently oppose efforts to reform Chapter 766. FACT: Parents and advocates actively participated with 15 statewide organizations to develop a comprehensive and far-reaching Special Education Reform Proposal. This proposal, which represents major concessions by parents, addresses mechanisms to tighten eligibility, reduce costs for independent evaluations, revise discipline standards for children with disabilities, and increase the states share of special education costs. Parents and advocates developed this Reform Proposal in conjunction with state organizations representing superintendents, school committees, principals, special education directors, private schools, collaboratives, and teachers unions. FICTION: Special education is out of control the numbers and cost are skyrocketing and no relief is in sight.
HGSE News: The Digital Revolution's New Bounty In Concord, new hampshire, for example, there s a middleschooler who writes CAST also needs a school environment that is supportive of the inclusion http://gseweb.harvard.edu/news/features/cast06012002.html
Extractions: Bart Pisha: Research Director, CAST Bart Pisha, Ed.D.'93, almost missed being interviewed for this story because he couldn't find his car. Returning to Boston from a weeklong conference in New Mexico, he'd taken a cab straight home, forgetting that he'd left his car at work to avoid paying for parking. In many ways, Pisha, who squeaked through high school and dropped out of college twice, is the perfect person to oversee research at CAST. Not only does he have a great mind for elaborate, conceptual investigative projects, he also knows what it's like to be an atypical learner. A husky, avuncular man in his mid-fifties, he fidgets like a teenager when he's forced to sit still. His diagnosed attention deficit disorder makes organization and memorization uncommonly difficult. "This car thing is not an isolated incident," he says. "I'm very forgetful. I can't just tell somebody, 'I'll call you next week,' because I won't." Numbers are the worst, he says. When calling a close colleague, for instance, he has to refer repeatedly to the phone book because he can't remember number sequences from moment to moment. He can tell you that he and his wife just celebrated their 30th wedding anniversary, but not, off the top of his head, the year in which they got married.
SB 0085 to school districts and revises the definition of educationally disabled child. STATE OF new hampshire. In the Year of Our Lord Two Thousand Three http://www.gencourt.state.nh.us/legislation/2003/sb0085.html
Extractions: CHAPTER 215 SB 85-FN - FINAL VERSION 2003 SESSION SENATE BILL 85-FN AN ACT making certain revisions to the special education laws. SPONSORS: Sen. Estabrook, Dist 21 COMMITTEE: Education ANALYSIS This bill revises the dates and procedures for the disbursement of catastrophic aid payments to school districts and revises the definition of "educationally disabled child." This bill is a request of the department of education. Explanation: Matter added to current law appears in bold italics. Matter removed from current law appears [ in brackets and struckthrough. Matter which is either (a) all new or (b) repealed and reenacted appears in regular type. STATE OF NEW HAMPSHIRE In the Year of Our Lord Two Thousand Three AN ACT making certain revisions to the special education laws. Be it Enacted by the Senate and House of Representatives in General Court convened: 215:1 Special Education; Definitions. Amend RSA 186-C:2, I to read as follows: I. "Educationally disabled child" means any person 3 years of age or older but less than 21 years of age who has been identified and evaluated by a school district according to the provisions of RSA 186-C:7 and determined to be mentally retarded, hearing impaired, speech or language impaired or both, visually impaired including blindness, seriously emotionally disturbed, orthopedically impaired, otherwise severely health impaired, deaf-blind, multi-disabled, traumatic brain injured, autistic, or as having specific learning disabilities, who because of such impairment, needs special education or special education and educationally related services. "Educationally disabled child" shall [
Extractions: Source: ERIC Clearinghouse on Handicapped and Gifted Children Reston VA. Special Education Dropouts. ERIC Digest #451. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC TEXT: OVERVIEW POPULATION Recent state and local follow-up studies confirm this unexplainable attrition rate among students with handicaps. These studies also strongly suggest that the dropout rate among students receiving special education services significantly exceeds the dropout rate among the general school-age population. The St. Paul Public Schools conducted a retrospective examination of the records of 4,500 students in attendance between 1974 and 1977 who left school prior to graduation. They found that up to 80% of the youths who dropped out may have been eligible for special education services. Hippolitus (1980) cited the Bureau of Education for the Handicapped as documenting the dropout rate for special education students at five to six times the rate of youths without handicaps. IMPLICATIONS AND RECOMMENDATIONS The implications of these findings have special significance for educational policy and practice. More systematic procedures for identifying potential dropouts and better follow-through in providing comprehensive programs that retain students with handicaps must be addressed.
Easter Seals New Hampshire: Youth Residential Services Access to the wide array of services offered by Easter Seals new hampshire Abuse and neglect; CHINS; Learning disabled; Sexual abuse victims/ http://nh.easterseals.com/site/PageServer?pagename=NHDR_youth_residential_servic
NICHCY: Parenting A Child With Special Needs - Resources I wish Dreams and realities of parenting a special needs child. The learningdisabled child at home and at school (Rev. ed.). new York Bantam. http://www.kidsource.com/NICHCY/parenting.disab.all.4.6.html
Extractions: The publications and organizations listed below, as well as the resources listed throughout this News Digest, are only a few of the many that can provide information to parents and families about issues related to disability. Additional support is also available from state and local parent groups, as well as from state and local affiliates of many major disability organizations. To help you obtain documents listed in this issue, you will find the names, addresses, and telephone numbers of publishers at the end of this publication. The publisher's name generally appears in the final position in the citation to illustrate, in the example citation below, the publisher is Woodbine House. Example: Sweeney, W. (in press). The special-needs reading list: An annotated guide to the best publications for parents and professionals. Bethesda, MD: Woodbine House.
Education Post-TBI WHAT INFORMATION WILL THE SCHOOL NEED? WHAT IS special EDUCATION? for Families by the Dartmouth Medical School and the new hampshire EMSC Project. http://www.tbihelp.org/education_posttbi.htm
Extractions: Parents ask, "When will my child be able to go to school?" "How will the brain injury affect my child's education?" "Will my child need special help at school?" Leaving the hospital or rehabilitation program is a big step in your child's recovery. Even though your child may still need outpatient therapies or follow-up care, the medical crisis is behind you. Some of the changes caused by your child's brain injury may be obvious; others may be less visible. Some may be temporary; others may last for a long time. It is even possible that some changes from the brain injury may not show up for months or even years. As time passes, it can be hard to sort out changes that are part of growing up and those that are related to the injury. Unlike hospital and rehabilitation staff who have special training and programs for children with brain injuries, most school teachers have little experiences in this area. This means that careful planning must be done for your child's return to school.
At Age 21, Persons With Disabilities Often Lose Services But when a developmentally disabled person turns 21, the school system is no Wallace, Ethans father, who is a history professor at the new hampshire http://www4.fosters.com/news2004/March2004/March_21/News/cit_0321a.asp
Extractions: Sunday Home Classified Sports Obits ... Citizen Online Sunday, March 21, 2004 E-mail This Article Aaron Hackett, 19, is dropped off at Working Wonders by his mom, Lori. He is a day student at the Tilton facility. Kevin Sperl/staff photo At age 21, persons with disabilities often lose services By VICTORIA GUAY Staff Writer PLYMOUTH In the last six months, Ethan Wallace, 20, who suffers from severe autism, has made great progress in increasing the amount of time he can focus on a task, allowing him to perform useful work at three local organizations. Ethans father, Stuart Wallace, said his son has also improved his communication skills over the last couple years. These successes were not won easily, nor did they happen overnight. They took lots of time, patience, trust-building and repetition. If Ethan doesnt practice his newfound skills each day, he will forget how to do most things, said Everett Holton, his occupational coach. That he will regress is the greatest concern Holton and Ethans parents have as his 21st birthday approaches, and the possibility of having to put him on a waiting list for the services he currently receives becomes more of a reality.
HELP Committee Passes IDEA Reauthorization The Senate HELP Committee, chaired by Senator Judd Gregg (Rnew hampshire), The bill gives school districts the flexibility to use IDEA funds to address http://www.connsensebulletin.com/up062603.html
Extractions: Home What's New Articles Archive Washington Archive ... About Us As we told you yesterday, the Senate Committee on Health, Education, Labor and Pensions (HELP) passed a substitute bill to reauthorize IDEA. Following is a press release issued by the Senate HELP Committee concerning the passage of S. 1248 yesterday. After the release, you'll find a description of the changes made to the substitute bill while in Committee. CEC is analyzing the bill, and we will provide you with more details about the changes shortly. Bill Improves Special Education Student's Ability to Learn to their Full Potential While Improving the Program for Parents, Teachers, and School Districts The Senate HELP Committee, chaired by Senator Judd Gregg (R-New Hampshire), yesterday (6/25) unanimously passed bipartisan legislation reauthorizing the Individuals with Disabilities Education Act (IDEA). The bill gives school districts the flexibility to use IDEA funds to address the most important needs of students in each school, reduces the burden of paperwork for special education teachers, improves conflict resolution, reduces the need for litigation and encourages mediation. The bill also improves discipline by simplifying the procedures used by school districts, and improves parental involvement in the education process.
Special Needs Project - America's Disability Bookstore special needs Shopping Cart special needs Customer Service Dorothy M.Pearson, PhD, Professor Emerita, Howard University School of Social Work http://www.specialneeds.com/books.asp?id=13241
President's Bio Lecturer, Harvard Graduate School of Education (also, courses have been taught Boston s secondary school students (including special needs populations) http://www.fpc.edu/pages/ataglance/Welcome/presbiomedia.htm
