NCEF Resource List: Special Education Accommodation (north carolina State Department of Public Instruction, Raleigh Division of School Designing for Pupils with special Education needs special schools. http://www.edfacilities.org/rl/special_ed.cfm
Extractions: Offers guidance on construction of a new building, addition, or renovation of a magnet or charter school. Twelve exemplary projects are described, followed by guidance on funding, finding a home for the charter school, designing for autistic students, specialized school design, technology, site design and landscape architecture for urban schools, acoustics, indoor air quality, sustainable design, and design-build project delivery. A draft charter school operations plan and 36 references are included. 228p.
Area Schools system provides special education services for students with special needs, north carolina School of the Arts Salem College Wake Forest University http://kernersvillenews.com/insights/schools/default.htm
Extractions: Two private schools, Kerwin Baptist Christian and Gospel Light Baptist Christian, are also located in the Kernersville area. To the northeast in Guilford County is Oak Ridge Military Academy, a nationally-ranked prep school. Several other highly-ranked private and parochial schools in the greater Triad area receive students from the Kernersville area, including Westchester Academy (High Point) and Salem Academy and Forsyth Country Day School (Winston-Salem). The Winston-Salem/Forsyth County school system provides special education services for students with special needs, such as academically-gifted (AG) programs; mentally, visually, physically and emotionally handicapped curricula, hearing and speech/language impaired services, and programs designed to meet the needs of autistic, homebound, pregnant and learned disabled students.
Extractions: Home Textbooks Books Music ... Teaching Joe P. Sutton, Ph.D. Educating mildly disabled students has not been a high priority item on the educational agendas of many private Christian schools. In fact, recent studies show that special education in Christian schools is almost nonexistent, where only between 8 and 16 percent of Christian schools nationwide operate formal programs (Carver, 1989; Sutton, in press). With the emphasis placed on disabled persons in the Scripture (Sutton, 1990) however, most Christian educators would probably agree that our schools must do more in providing for the needs of mildly disabled students through formal special education programs. It is clear, then, that Christian educators must recognize two things with regard to mildly disabled students. One is that these students are not limited to just special education classrooms anymore, and will in all likelihood be present in regular classrooms to some extent. Two is that as mildly disabled students are identified and mainstreamed into regular classrooms, the regular classroom teacher will be the primary educational caregiver for these children, not the special education teacher. Regular classroom teachers in Christian schools, therefore, must be more cognizant of the basic characteristics and educational needs of mildly disabled students. Moreover, given the current novelty of special education in Christian schools, it would profit all Christian educators to know more about this unique group of students. This article seeks to provide answers to three basic questions: (a) who are mildly disabled students? (b) what criteria are used to identify them? and (c) what are some of their general characteristics?
Sara Lee Foundation :: Leadership Awards Past Recipients Southeastern Family Violence Center, Lumberton, north carolina by Casa Arribafor family members who care for disabled or specialneeds individuals. http://www.saraleefoundation.org/history/awards_leadership_recipients.cfm
Special Needs north carolina s legislature has forged ahead with its mandate that postsecondary school goals for learning disabled students have http://www.sbuniv.edu/~tsukany/esl-ther/special.htm
Teaching At University Without Saying A Word GardnerWebb University in north carolina, US, after completing his doctoraldegree. Unlike other disabled people who went through special schools, http://www.eastandard.net/hm_news/news_is.php?articleid=26023
Significant Litigations Result Approximately 1200 north carolina children per year now receive schools, 1991, Cabarrus County schools placed a child with special needs in a http://www.cladisabilitylaw.org/cases/significant_litigations.htm
Extractions: Woodard, et al. The North Carolina Department of Corrections (DOC) forced prison inmates to take psychotropic drugs without any due process safeguards. CLA and co-counsel filed a class action on behalf of this population. Result: In a consent decree the DOC agreed to new substantive and procedural safeguards for inmates. Baugh v. Woodard, et al. DOC regularly transferred prison inmates to psychiatric hospitals without due process. A class action was filed on behalf of these inmates. Result: District Court order required the DOC to develop and implement a mental health transfer policy which incorporated due process safeguards demanded by CLA and co-counsel. Willie M. et al North Carolina children with mental disabilities who exhibited aggressive behaviors received inadequate habilitation services. CLA filed a class action on behalf of these children and successfully settled the case. Result: Approximately 1200 North Carolina children per year now receive appropriate mental health and educational services Thomas S.
EVS-Accountability more than ever on helping minority, limitedEnglish, and special-needs students . 53 percent of north carolina schools missed making AYP last year. http://www.asbj.com/evs/04/accountability.html
Extractions: No doubt about it, No Child Left Behind brought tremendous changes to America's schools in the 2002-03 school year. States scrambled to add standardized tests. Schools beefed up programs aimed at struggling students. And, supporters say, the landmark legislation made schools focus more than ever on helping minority, limited-English, and special-needs students. But one thing No Child Left Behind didn't do was provide a true national system for grading schools. All schools in all states must meet test score goals called Adequate Yearly Progress, or AYP. But exactly what that means varies widely from state to state. Each state has its own expectations and its own means of testing, making it tough to get an accurate picture of how the nation as a whole is performing. Take the following examples from the 2002-03 school year: Of course, Title I schools that don't meet AYP for two or more consecutive years face an increasing array of sanctions, ranging from having to offer student transfers to bringing in a completely new staff. So it isn't surprising that many educators look at the AYP disparity between states and wonder if it is fair. After all, why should nearly nine in 10 Kansas schools meet the federal guidelines in year one while nearly nine in 10 Florida schools fall short? WHY THE DIFFERENCES?
Childhood Education: Birth Through Kindergarten Teacher Training McCollum and Bailey (1991) stressed that families with special needs children While anyone seeking employment in north carolina elementary schools must http://www.findarticles.com/p/articles/mi_qa3614/is_199804/ai_n8793447
Extractions: ASA News ASEE Prism Academe African American Review ... View all titles in this topic Hot New Articles by Topic Automotive Sports Top Articles Ever by Topic Automotive Sports Birth through kindergarten teacher training Childhood Education Spring 1998 by Myers, Virginia L Griffin, Harold C Telekei, Jane Taylor, James ... Wheeler, Linda Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it. Research indicates that children's development does not occur in one discrete, isolated area at a time. Rather, children learn to explore while they learn to talk, and they learn to manipulate materials while learning to play. Similarly, when a child has a disability, it seldom affects only one aspect of his development; his learning ability is affected in several different ways. In recognition of this truth, the Education of the Handicapped Amendments of 1986 (P. L. 99-457), which was later renamed the Individuals with Disabilities Education Act, moved the disciplines of early childhood education and early childhood special education toward a greater collaborative sharing of resources, curriculum and training.
VR In The Schools Most VR development work for students with special needs seems to have been donein the area ProVision 100, Davidson, inc., Chapel Hill, north carolina. http://www.coe.ecu.edu/vr/vrits/4-2cass.htm
Extractions: INTRODUCTION A virtual environment (VE) or virtual reality (VR) is an environment or a reality in which persons are exposed to realtime three-dimensional computer simulations that stimulate their visual, auditory, and/or tactile senses. VR applications in the medical and business world are becoming increasingly commonplace. ( SGI , NASA simulate, 1999, May 4; Visteon virtual reality , 1999, February 12; Moon and Tudhope Proctor , 1999) For example, commercial airline pilots have trained in flight simulators for many years, and harbor pilots routinely pit their skills against simulators that mimic harbor conditions. In addition, medical personnel practice a variety of simulated procedures until they become proficient enough to practice on actual patients ( Hoffman Tuggy ,1998). Trainers in these fields reason that, while VR training is expensive, it is cheap in comparison to the loss of life due to an improperly performed medical procedure, a plane crash, or a ruined ecosystem from an oil spill.
Testimony Of Eric J. Smith Superintendent, CharlotteMecklenburg schools Charlotte, north carolina of the experience and a tender spot in my heart for children with special needs. http://edworkforce.house.gov/hearings/105th/fc/special51398/smith.htm
Extractions: May 13, 1998 Thank you for providing me an opportunity to appear before you today to demonstrate the effects on just one district in response to the 1997 reauthorization of the Individuals with Disabilities Education Act, referred to herein as IDEA. Charlotte-Mecklenburg Schools is the 25 th largest school district in the United States with a school-aged population of approximately 96,000. Children with disabilities currently number nearly 11,000 which represents more than 11% of the total school population. It should be noted that our special education population is currently growing at nearly three times the rate of the regular education population in our district. It is the expectation of our community that we provide a high quality education to all students. As you know, the funding for special education programs is the shared responsibility of federal, state, and local school districts. Our special education budget is $39.7 million. Funding sources for this budget, in rank order, are comprised of 62% state funds, 19% local funds, and 14% federal funds. Congress passed Public Law 94-142 in 1975 with the intent of paying 40% of the national average excess cost of special education by 1981. This goal has never been realized. Let me illustrate one such struggle. "Kevin" was a typical 3-year old child until he was involved in a tragic auto accident. The accident did not affect his intellectual functioning. However, the accident left Kevin paralyzed from the neck down, totally dependent on life-support systems and an electric wheelchair.
WCPSS: Special Education Services Eligibility for special Services. The Public schools of north carolina, special Education Services personnel consult with parents who need information http://www.wcpss.net/special-education/
Extractions: styles='http://www.wcpss.net/styles/mail-popup.css'; @import "/styles/styles.css"; WCPSS Home Special Education Services English ( 1.4 MB Acrobat File ) English ( 1.3 MB Acrobat File ) ( 260 KB Acrobat File ) Special Education Service Staff Directory ( 84 KB Acrobat File ) The free Adobe Reader , version 5.0 or higher is needed to view or print the handbook. The Wake County Public School System provides special education and related services according to the federal mandates of the Individual with Disabilities Act and the regulations of the North Carolina Public School Law, Article 9. By the fall of 2000, the Wake County Public School System was serving over 14,000 students with special needs, ages 3- 21. The school system provides a continuum of service to meet the individual needs.
WCPSS: Specialty Areas Team members are certified to be on the north carolina Department of Public with preschool special needs once they have entered elementary school. http://www.wcpss.net/Instructional/psychological_services/psychespecialareas.htm
Extractions: Home Vacancies Benefits Curriculum ... Resources Section 504 Eligibility Issues for Section 504 Links for Section 504 Eligibility Issues for Section 504 1. What if the major life activity impaired is not learning? Can the child still qualify under Section 504? may need extra help of some kind from the system to access learning 2. Do we evaluate and serve (1) students with a record of a disability or (2) students regarded as being disabled? Only children who currently suffer from an impairment substantially limiting learning or another major life activity are eligible for referral, evaluation, and educational services under 504. Prongs two and three of the disability definition exist to protect children with a record of a disability and children regarded as having a disability, from disability-based discrimination. Appendix A, p. 419. OCR has ruled that the phrase is to be defined by the local educational agency, and not OCR. 4. Can a temporary disability qualify a child for services under Section 504?
North Carolina Child Advocacy Institute - Home In 1977, he became the first director of north carolina s Protection and of equal education laws for children with special needs in north carolina. http://www.ncchild.org/jjdp.htm
Extractions: The North Carolina Child Advocacy Institute is pleased to release our new, redesigned Website. We have updated both the content and the format of our website and hope that you are able to find resources with ease. Public Service Announcement Click below to view the North Carolina Child Advocacy Institute's new PSA: For every child, every issue, everyday. Click here for Real Media format Click here for Quicktime format To Download Real Media Player, click here . (free) The Mission of the North Carolina Child Advocacy Institute is to improve child well-being by bringing together citizens, community leaders, policy makers, business representatives and others to ensure that all children are healthy, safe, well-educated, and provided every opportunity for success in a state in which children are a priority.
Nothing Exceptional LEARN NC, a program of the University of north carolina at Chapel Hill School of This increase in special needs students can be attributed to many http://www.learnnc.org/articles/ec0405-1
Extractions: LEARN NC, a program of the University of North Carolina at Chapel Hill School of Education Articles Teaching exceptional children takes an open mind, an understanding of learning disabilities, and a willingness to accept the challenge. by Janet Ploghoft Go! Search articles only Search Options There are two primary characteristics of teachers who are successful in teaching learning disabled students, regardless of whether they are regular education teachers or special education teachers. First, teachers must have an accurate understanding of learning disabilities and be open-minded in accepting and understanding a diagnosis of learning disabilities. Too frequently there is a misunderstanding that if a student is delayed in an area of skill development, he or she must be learning disabled. Learning disabilities are defined by the presence of both a discrepancy between ability and achievement
LEARN NC :: Education Glossary And Reference a program of the University of north carolina at Chapel Hill School of Inclusion provides instruction and support for special needs students in the http://www.learnnc.org/glossary/index.php?index=i
Extractions: Therapy/Respite Camps for Kids This page evolves as people tell me about new camps, so if you know of camps that are not listed here, please email me so I can get the information posted here. If you direct a camp that would like a simple WWW page that describes your camp, I'll be pleased to put one up just email a description of the camp to me. Also, please let me know about any other WWW resources to which I should have a link. Thanks! Information about summer camps that focus on therapy for kids with special needs and/or respite for the kids and their families. I have broken it into national categories and regional categories in the USA: Apologies in advance if my sense of these regions differs from yours! If you cannot find an appropriate camp on this page I also have some links to other potentially useful pages as well as some other websites that list camps. I list all of the camps I know of, so please do not email me asking for help locating a camp. Thanks. Connecticut
Special Needs Schools Online Web sites of special needs schools alphabetically listed. north Star CenterBend, OR A youngadult transitional-living program specializing in http://privateschool.about.com/od/schoolsneeds/
Extractions: zJs=10 zJs=11 zJs=12 zJs=13 zc(5,'jsc',zJs,9999999,'') About Education Private Schools U.S. Schools ... Special Needs Schools Special Needs Schools Education Private Schools Essentials Private School FAQs ... Help w(' ');zau(256,140,140,'el','http://z.about.com/0/ip/417/C.htm','');w(xb+xb+' ');zau(256,140,140,'von','http://z.about.com/0/ip/496/7.htm','');w(xb+xb); Sign Up Now for the Private Schools newsletter! See Online Courses Search Private Schools Find the right school for your child's special needs here. Alphabetical Recent Up a category The Academy at Swift River, Cummington, MA "Swift River is a year-round, co-educational boarding school for students, ages 13 through 18, who are experiencing difficulties managing their lives at home or in school." Allegheny Valley School, Coraopolis, PA "Allegheny Valley School provides a comprehensive life-care environment for persons with mental retardation." Ann Arbor Academy, Ann Arbor, MI "Ann Arbor Academy's mission is to educate students with different learning styles to achieve their full potential." ANASAZI Foundation. Mesa, AZ
North Carolina Nutrition Services Branch Welcome to NutritionNC.com, the website of the north carolina Nutrition ServicesBranch. special Diet needs 504A Accommodation Plan http://www.nutritionnc.com/special/indexiep2.htm
Extractions: WIC Program ... Surveillance Data and Statistics IEP Nutrition Related Goals and Objectives T The IEP provides an ideal tool for integrating nutrition education into the school curriculum. It is important to note that every student with a chronic illness may not be labeled disabled and, therefore, would not have an IEP. Special consideration is needed to ensure that resources and services will be provided for chronically ill children with special nutritional needs or feeding problems. For example, a student with diabetes will require special dietary considerations during the school day. Nutrition services should be available to this student through a 504 accommodation plan. Feeding or nutrition modifications would be considered "necessary accommodations" for a chronically ill child. Incorporating nutrition goals and objectives into the education program will facilitate the delivery of services to improve the nutritional status of children with special needs. These goals and objectives will facilitate instruction on dietary needs and compliance. An outline of IEP goals and special considerations for writing objectives for children with nutrition or feeding problems is provided. This is followed by case studies which describe children with special nutritional problems. Examples of IEP nutrition goals and objectives which may be incorporated into their education plan are included.
