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New York Disabled & Special Needs Schools: more detail

The "Special Act" public school districts in New York state: helping children with special needs reach higher academic standards.(No Child Left Behind ... International Journal of Instructional Media by Jim Donlevy, 2004-03-22
Schooling Children With Down Syndrome: Toward an Understanding of Possibility (Special Education Series (New York, N.Y.).) by Christopher Kliewer, 1998-04-01
From "Backwardness" to "At-Risk": Childhood Learning Difficulties and the Contradictions of School Reform (Suny Series, Youth Social Services, Schoo) by Barry M. Franklin, 1994-07
Preparing for inclusion.: An article from: Child Study Journal by Mary Beth Henning, Linda Crane Mitchell, 2002-03-01

lists with details

Learning Disability Resources â Literacy Assistance Center
new york, NY (212) 8736600. Resources for Children with special needs, Inc. new york, NY 10003 212-263-3580. SUNY School of Optometry Learning
http://www.lacnyc.org/resources/adult/LD.htm
Special Needs Support
There is also our information for students with special needs. Blindness Resource Center new york Institute for special Education wide variety of
http://www.hero.ac.uk/uk/inside_he/special_needs_support3765.cfm

Extractions: Inside HE homepage Government and higher education Quality and standards in higher education Teaching Quality Information and National Student Survey ... Special needs support Reference Glossary of terms Groups and organisations Institution facilities Resources ... Schools Printable version Email this page Suggest a link for this page How to bookmark a page THERE IS AN increasing emphasis on the need to support students with special needs. These sites will provide more information for staff offering that support, as well as for the students themselves. You may be interested in the work of the National Disability Team on projects to enhance disability provision, and of TechDis on enhancing access for students and staff with disabilities. There is also our information for students with special needs Other resources are categorised into the following areas:
Educational CyberPlayGround: 508 Compliance,Special Needs Guidlines For Web Site
USA TODAY Hot Site Pick MSNBC Hot Site Pick new york Times Site of the Day special needs and 508 compliance Guidelines for Web Sites
http://www.edu-cyberpg.com/Teachers/specneeds.html

Extractions: Response to my article regarding the lack of educational policies and procedures for 'Remediation and Release' of special education students ([3] No Exit: The 'Black Hole' of Special Education ) has been extensive. Letters from individuals interested and involved in the problem - parents, teachers, students, administrators, voters - have added yet more names and stories that tell of the depth and hopelessness of the current 'permanent placement/black hole' process that holds special needs children in a system which seldom offers a positive or acceptable exit. Special Education Links - More ASSISTIVE TECHNOLOGY
Play
Adaptive play for special needs children Strategies to enhance communication new york Wiley, 1986. Call Number DisabilitiesPROF WS 350.2 G1921 1986
http://uscm.med.sc.edu/CDR/play.htm

Extractions: - The author presents a number of strategies for using play activities throughout the school day in order to accomplish individual learning goals. The information is applicable to early childhood education classrooms and child care centers. Includes information on writing individual goals and objectives for play, as well as sample activities.
Education Update - Special Education
special Education in new york City by Jill Levy Thirtyfive years ago, many children, As a principal of a private school for learning disabled children,
http://www.educationupdate.com/sections/special_education/index_04.html

Extractions: Dr. Scott Gaynor, Head of the Stephen Gaynor School, recently shared his dedication, passion and vision for his school. Housed in a landmarked townhouse on the Upper West Side, Dr. Scott Gaynor, whose grandmother founded the school which bears the namesake of his uncle, helps children with learning disabilities overcome the challenges they face so that they can ultimately transition to a mainstream environment. READ ARTICLE
Disabilities: An Overview. ERIC Digest
LIVING WITH A BROTHER OR SISTER WITH special needs. A BOOK FOR SIBS. Available from Teachers College Press, 1234 Amsterdam Avenue, new york, NY 10027.
http://www.ericdigests.org/pre-928/overview.htm

Extractions: Source: ERIC Clearinghouse on Handicapped and Gifted Children Reston VA. Disabilities: An Overview. ERIC Digest #420. Revised. As considered in the Education for All Handicapped Children Act (Public Law 94-142), handicapped children must meet two criteria. The child must have one or more of the disabilities listed in the next section, and he or she must require special education and related services. In other words, not all children who have a disability require special education; many are able to and should attend school without any program modification. Following are the disabilities included in the definition. HOW MANY CHILDREN IN THE U.S. REQUIRE SPECIAL EDUCATION? Estimates of the proportion of school-aged children requiring special education range from 10% to 15%. The actual number of children under age 19 served in school year 1984-1985 was 4,363,031. WHAT ARE THE EDUCATIONAL IMPLICATIONS OF DISABILITIES?
Effective Practices For Preparing Young Children With Disabilities For School. E
Recognizing that children with special needs require efficient, effective, new york Macmillan. Templeman, TP, Fredericks, HD, Udell, T. (1989).
http://www.ericdigests.org/1993/practices.htm

Extractions: Source: ERIC Clearinghouse on Disabilities and Gifted Education Reston VA. Effective Practices for Preparing Young Children with Disabilities for School. ERIC Digest #E519. Over 50 years of research on children with many types of disabilities receiving a range of specialized services in many different settings has produced evidence that early intervention can: (1) ameliorate, and in some cases, prevent developmental problems; (2) result in fewer children being retained in later grades; (3) reduce educational costs to school programs; and (4) improve the quality of parent, child, and family relationships. Much of what we know about early intervention effectiveness is drawn from this diverse historical base of information. More recently, researchers have begun asking a more rigorous and differentiated question: For whom and under what conditions is early childhood intervention most effective? This more sophisticated question focuses on the effects of various interventions for specific groups of children relative to the type of program they received. Data from well-controlled research studies indicate that young children with disabilities (e.g., Down syndrome, autism, cerebral palsy, sensory impairments), and those who evidence biological (e.g., low birth weight, premature) and environmental risk factors make significant gains on both qualitative and quantitative measures of development when provided appropriate services. The involvement of their parents in reinforcing critical skills in natural contexts is an important factor associated with the magnitude of the child's progress (Guralnick, 1989).
BBC - Ouch! - Columnists
Ouch! the BBCi site for disabled people. Column by Francesca Martinez. special needs schools - who needs them? Stupid question, I hear you say.
http://www.bbc.co.uk/ouch/columnists/francesca/0904_index.shtml

Extractions: What isn't maybe so obvious are the reasons why I think that absolutely nobody in society should be denied a mainstream education. That's right - nobody. One of the biggest lessons we learn at school is how to get on with other people - how to integrate and feel part of society. Yes, this can be hard and painful if you happen to be 'different' in any way, but it's this kind of experience that equips you to deal with the real world. I think it's incredibly important that able-bodied and disabled children grow up side by side. Prejudice and awkwardness come from ignorance, so embracing and understanding differences from the earliest possible age is vital. Children educated in multi-racial schools are less likely to see race as an issue than children who aren't. It's a different debate, I know, but for what it's worth I feel the same is true of single-faith schools. It's human nature to feel at home with what you're used to, just as it is to feel a bit uncomfortable with what you're not.
Individuals With Disabilities
NYS Education Department, Albany new york. Contacts for Students with special needs Degree-granting universities and colleges.
http://usny.nysed.gov/disa/

Extractions: Richard P. Mills, President of The University of the State of New York (USNY) and Commissioner of Education About SED and USNY SED Calendar Press Releases Publications ... Topics A-Z Resources for: Citizens - Individuals with Disabilities Licensed Professionals Parents School Administrators Students ... Teachers Information about: Higher Education Latest News on Grades 3-8 Testing PreK-Adult Education SED Online Services - A link to NYSED Portal applications and more. SED Home Resources for Individuals with Disabilities Resources for Individuals with Disabilities Adults with Disabilities Contacts for Students with Special Needs - Degree-granting universities and colleges. GED Testing Office - Information about eligibility requirements, GED testing schedules, transcript/diploma requests, and much more. Information about Special Education - Information on schools, programs, state policy and procedures, as well as information for parents, teachers and school administrators. Most Integrated Setting Coordinating Council (MISCC) - Governor George E. Pataki announced the establishment of the Most Integrated Setting Coordinating Council to explore and recommend ways to ensure New Yorkers with disabilities receive services in the most integrated settings appropriate to their individual needs.
Resources For Parents
evaluation, students with special needs, college entrance and more. new york State Summer School of the Arts Information about Summer residential
http://usny.nysed.gov/parents/

Extractions: Richard P. Mills, President of The University of the State of New York (USNY) and Commissioner of Education About SED and USNY SED Calendar Press Releases Publications ... Topics A-Z Resources for: Citizens Individuals with Disabilities Licensed Professionals Parents School Administrators Students Teachers Information about: Higher Education Latest News on Grades 3-8 Testing PreK-Adult Education SED Online Services - A link to NYSED Portal applications and more. SED Home Resources for Parents Resources for Parents - Answers questions parents commonly have about the State assessments and Regents exams. This website also features a series of fact sheets in printer-friendly format that are available to help school administrators, teachers, and other education leaders address the concerns parents have about the State assessments and Regents exams. Academic Intervention Services - Additional instruction intended to assist students who are at risk of not achieving the State learning standards in English language arts, mathematics, social studies and/or science. Assessment Information - NYS Assessment - Information for all subject areas.
Living With A Foster Child - Foster Care - New York State Office Of Children & F
Living With a Foster Child new york State Office of Children and Family Has the foster home been approved to care for a child with special needs?
http://www.ocfs.state.ny.us/main/fostercare/living.asp

Extractions: 1-800-345-KIDS Matching the child and the foster home: Relatives: Are relatives available who would be willing to provide a safe and suitable placement for the child? This should be the first consideration before placing a child in a foster home. Previous foster home: If the child was previously placed in foster care, is it appropriate to return to the same foster home? This question must be considered before looking for another foster home. Religious background: Has the parent expressed a religious preference in regard to placement of the child? Where practicable and in the best interests of the child, the preference regarding religion of a parent will be honored. Neighborhood and school: Can a home be found in the same school district so that the child does not have to change schools?
Middle School Journal
new york Teachers College Press. Goodlad, J. (1983). The school as workplace. Technology for inclusion Meeting the special needs of all students.
http://www.nmsa.org/services/msj/msj_jan2002.htm
Resource Directory For Children With Special Health Care Needs
The Children with special Health Care needs Program (CSHCN) is a statewide public Children with disabilities, ages 321, who reside in new york State.
http://www.health.state.ny.us/nysdoh/child/special_needs/resource_directory.htm

Extractions: skip to main content Information for a Healthy New York You are Here: Home Page Children with Special Health Care Needs Resource Directory for Children with Special Health Care Needs Resource Directory in PDF format - 456KB To provide medical assistance to families with children living at home who have severe disabilities or medical conditions. The Care At Home wavier program allows Medicaid to pay for some services not provided through "regular" Medicaid, such as case management, respite and home adaptations. Availability of these services can make home care an option for children and their families. Although Medicaid funding obtained applies only to the child, it can be used to defray the costs of caring for the child at home. Contact the Care At Home Coordinator at the nearest Developmental Disabilities Services Office. The number can be found in the blue pages in the telephone directory under: New York State Government Offices, Mental Retardation and Developmental Disabilities.
Principles And Guidelines For School-Based Health Centers In New York State
Thousands of school age children in new york State have limited access to with special health care needs;; To facilitate learning and improved school
http://www.health.state.ny.us/nysdoh/school/skprogram.htm

Extractions: School-Based Health Centers October, 2004 Thousands of school age children in New York State have limited access to comprehensive health services because of financial, geographical and other barriers to care. School-based health centers (SBHCs) can improve access to primary care for underserved children and youth. SBHCs bring comprehensive primary care services to the place where children and youth are during the day and address critical health problems that make it difficult for students to learn. To increase the accessibility and availability of quality primary and preventive physical and mental health care services to preschool, elementary, middle and secondary school students in high-risk areas of New York State. This program was established in recognition of the need to improve primary and preventive health care of children in low-income, high-risk communities. Since 1981, state, federal and private foundation funds have been used to develop and implement projects to provide these expanded school health services for pre-school and school age children through health teams composed of nurse practitioners, physician assistants, community health aides, collaborating physicians, social workers, psychologists, collaborating psychiatrists, health educators, nutritionists, dentists and dental hygienists.
NASP Position Statement On Inclusive Programs
The system used to identify and evaluate students with special needs. new york National Center on Educational Restructuring and Inclusion, The Graduate
http://www.nasponline.org/information/pospaper_ipsd.html

Extractions: The 1997 Individuals with Disabilities Education Act (IDEA 97) created significant educational opportunities for students with disabilities and established important safeguards that ensure the provision of a free, appropriate public education to students with special needs. NASP strongly supports the continuation and strengthening of this mandate. NASP also recognizes the need to continually evaluate the effectiveness of all aspects of our educational system and to promote reform when needed. Some of the benefits of inclusive programs include: typical peers serving as models for students with disabilities; general education classrooms that are better able to meet the needs of all students as a result of additional instructional resources, staff development for general and special educators, a more flexible curriculum, and adapted instructional delivery systems. In advocating for the development of these programs, NASP takes the position that:
AboutOurKids.org | Understanding Special Education And The Law
For example, new york State requires the presence of a parent member. nonpublic school placement for their child to meet the child s special needs and
http://www.aboutourkids.org/aboutour/articles/specialed.html

Extractions: In this article parents learn the ABCs of children's educational rights, including the history and current status of the laws. The authors take you through the steps for obtaining the best services for a child with special needs. By Susan Luger, M. S., C. S. W. and George Zelma Introduction Classification The Individual with Disabilities Education Act ... About the Authors Introduction All children, including those with special needs, have the right to a free appropriate public education. Over the past 20 years, through the efforts of parents, schools, students and the U. S. Department of Education, significant gains have been made in the recognition of children with special educational needs and in the provision of appropriate educational environments. Understanding the legislation and the process involved in obtaining services enables parents to insure that their children receive an appropriate education. Back to top.
Disabilities / ADA / Special Needs
Mom wants special needs child in school January 30, 2003 (new york Times). QUOTE The Supreme Court narrowed the reach of a landmark disability rights
http://www.fairness.com/resources/by-metacat?metacat_id=365
Psychiatric Times
It follows the standard new york state 7th and 8th grade science and social extend The Child School s commitment to older children with special needs.
http://www.psychiatrictimes.com/p010914.html
Helping Hands Spells Love
Children with special needs participate in nursery education classes with Each school district in new york State has a Committee on Preschool special
http://www.helpinghands.org/old/hh.html

Extractions: Helping Hands Spells Love Founded in 1981, the Helping Hands School is a private, non-profit preschool for two-to-five-year-olds with special needs. The school is located on 60 acres of farmland in the southern Saratoga County town of Clifton Park, New York. The school aims to foster readiness skills and help developmentally disabled preschoolers prepare for public school. Center-Based : Children with handicapping conditions between the ages of two and five can attend a two-and-one-half-hour special education class on our campus during the school year and a six-week summer program.
Developmental Disabilities And The Concept Of School Readiness
Thus, when schools exclude those who are demonstrably in need of special help (eg, those with physical new york Doubleday Company. Bowman, BT (1992).
http://readyweb.crc.uiuc.edu/library/1994/farran.html

Extractions: University of Mass. Medical School Acknowledgments: This paper reflects the contributions of a series of presentations and discussions conducted at a national conference entitled "School Readiness: Scientific Perspectives, " sponsored by the Maternal and Child Health Bureau, at Columbia, Maryland on January 24-26, 1992. The authors wish to acknowledge the insights provided by the conference participants and the influence of papers presented by Dante Cicchetti, Morris Green, Judy Palfrey, and Nancy Robinson. This paper reviews the concept of school readiness as it applies to children with disabilities. It is argued that children with disabilities are of two primary types: normative and non-normative. The majority of children in special education are in the non-normative category, whose definition is based on failures in children's early encounters with the educational system. Classification of such children as "not-ready for school" is a function of bureaucratic definition, teacher variability, and the child's ethnicity and social class. The authors have taken the position that children in both disability categories should be considered appropriate for regular general education and that the readiness concept which appears to be most appropriate for children with labeled special needs is actually not appropriate for any child.

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