Extractions: Early On Lead Poisoning Positive Behavior Support No Child Left Behind ... LDA of Michigan Where to find help for a child in Michigan Anywhere in the U.S. , or Canada What's New? Help Text Menu ... Translate Last Updated: Home Make Bridges4Kids your home page! Click here for our Michigan Calendar of Events Click here for our National Calendar of Events Welcome to Bridges4Kids! A non-profit parent organization providing a comprehensive system of information and referral for parents of children from birth through transition to adult life. Do you have any suggestions? Send them to info@bridges4kids.org . Report a bad link here Current Hot Topics! Choose a topic from the drop down list. Learn About the Americans With Disabilities Act (ADA) Learn About the ESEA, NCLBA, or No Child Left Behind Act Learn About the New Accreditation System - Education YES! Learn About Michigan's Funding for Schools - Proposal A IDEA Reauthorization Updates Learn About the Patient's Bill of Rights View and Learn About Recent Court Cases Michigan Governor's Appointments Quick List of 30+ Top Sources of News - Worldwide Quick List of 35+ Sources of News - Michigan What's New @ the Bridges4 K i d s Website Click here to find out Taking a Closer Look: A Guide to Online Resources on Family Involvement This document prepared by the Harvard Family Research contains Web links to research, information, programs, and tools from over 100 national organizations. It provides information about parenting practices to support children's learning and development, home-school relationships, parent leadership development, and collective engagement for school improvement and reform.
LAND OF THE SKY PROJECT OVERVIEW The special Collections in DH Ramsey Library at the University of north needs of ethnic minorities in the mountains of Western north carolina (See http://toto.lib.unca.edu/collaborative_projects/los_overview.htm
Extractions: "LAND OF THE SKY" PROJECT OVERVIEW PRIMARY PARTNERS: Asheville Art Museum ; Asheville-Buncombe Library System ; University of North Carolina at Asheville ; YMI Cultural Center, Asheville. PRIMARY PROJECT DIRECTOR: Helen Wykle, Public Services Librarian/Coordinator Special Collections, UNC Asheville OVERVIEW OF PROJECT The Land of the Sky Demonstration Project is a collaboration of four public institutions, including two libraries, a museum and a cultural center. The Special Collections in D.H. Ramsey Library at the University of North Carolina at Asheville (UNCA), Asheville Buncombe Library System (ABLS), YMI Cultural Center (YMICC), and Asheville Art Museum (AAM) share a common goal to better serve the information needs of ethnic minorities in the mountains of Western North Carolina (See Attachment 1 for profiles of the four partner institutions). Together they propose to build a digital repository of core information by and about those ethnic minorities in Western North Carolina , drawn from the collections of the four institutions and expanded by a joint effort at outreach. The joint repository will hold materials that are interdisciplinary, broad-based, accessible, and of the highest quality. It will serve as a reliable resource for the K-12 population in
North Carolina Yellow Pages For Kids With Disabilities Free playgroup for children with special needs ages 18 months to 5 years. University of north carolina School of Medicine CB 7180 http://www.yellowpagesforkids.com/help/nc.htm
Extractions: Select a State . . . State flyers Alabama Alaska American Samoa Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Guam Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Puerto Rico Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Virgin Islands Washington West Virginia Wisconsin Wyoming Northern Mariana Islands List of All States Disability Organiztions Legal and Advocacy State DOEs International PTI's From The Yellow Pages Home
NEA: NCLB AYP Absurdities - ESEA/NCLB - NEA MicroPine Level Elementary School, Pine Level, north carolina law thatrequires them to provide special needs students with assistance during exams. http://www.nea.org/esea/absurd.html
Extractions: Home Issues in Education "No Child Left Behind"/ESEA Special Ed/IDEA ... Other Resources NCLB requires schools and school districts to demonstrate " Adequate Yearly Progress " (AYP) in raising student test scores in reading and math. This fall, a large number of schools and school districts did not make AYP, including many good schools caught in absurd situations by AYP rules. A school can fail to make AYP if fewer than 95 percent of the students are present to take two standardized tests. Ooltewah High School, Hamilton County, Tennessee Ooltewah High students have one of the highest performing rates in the state, but their school is now labeled "in need of improvement" because only 94.1 percent of students took the standardized math test. Out of 1,700 total students, if three more had been present and taken the test that day, the school would not have been on the list. (Nashville News Channel 9, 9/5/03)
FAMILIES OF CHILDREN WITH SPECIAL NEEDS IN PELOTAS When working with families of children with special needs, Masters thesis,School of Education University of north carolina, Chapel Hill, 1994. http://www.iacd.oas.org/La Educa 129-131/halpern.htm
Extractions: Rune J. Simeonsson, Bernardo L. Horta SUMMARY Several studies have described what happens to a family that has a child with special needs; however, little is known about this issue in developing countries. In Brazil, there is a lack of a systematic research on children with disabilities and their families. This study describes the sociodemographic characteristics of a sample of 49 families of children with disabilities enrolled in special schools in Pelotas, Southern Brazil. Family needs were explored through the Family Needs Survey (FNS). The results indicated that comparisons between findings on the FNS in the United States and Pelotas, reaffirm the idea that some family needs are universal. The present study raised some important questions about differences and similarities of the FNS in both countries. Limitations of this study along with suggestions for future research are discussed. Introduction Despite the evolutionary process of integration and normalization that was initiated in the late 1960s, developing countries seemed unprepared to adopt rehabilitative measures. According to Thorburn and Marfo (1990), the major difficulties and barriers that children with disabilities and their families have to face are not only technological but also societal, including attitudes about rights; misconceptions about causes and the problem itself; the potential of disabled people; and the availability of services. In addition, the implementation and planning of services in developing countries is a challenge because i) there are no clear responsibilities by any agency or department, ii) there are no clear goals and objectives in providing services, and iii) there is a lack of an epidemiology of needs (Sell 1984; Simeonsson 1991).
Research (B) How does heterogeneous grouping address the needs of special needs students? Chapel Hill north carolina University. Erb, TO (1992). http://www.nmsa.org/research/ressum6.htm
Extractions: Heterogeneous Grouping (1996) Heterogeneous groupings refer to whole classes of students of varying intellectual ability or within classroom groupings where 2-5 students of varying abilities learn together. The grouping practice is associated with efforts to eliminate a "dumbed-down" curriculum and to allow all students the benefits of access to high-level instructional practices. Research points to positive effects on achievement, self-esteem, intergroup relations, and greater acceptance of mainstreamed students, (Slavin, 1991). The majority of the literature on heterogeneous grouping is not "middle level" specific but applies across grade levels.
Does Early Intervention Help? ERIC Digest Chapel Hill, NC University of north carolina, Frank Porter Graham Child EARLY INTERVENTION FOR CHILDREN WITH special needs AND THEIR FAMILIES FINDINGS http://www.ericdigests.org/pre-928/help.htm
Extractions: Source: ERIC Clearinghouse on Handicapped and Gifted Children Reston VA. Does Early Intervention Help? ERIC Digest #455. Revised. Early intervention applies to children of school age or younger who are discovered to have or be at risk of developing a handicapping condition or other special need that may affect their development. Early intervention consists in the provision of services such children and their families for the purpose of lessening the effects of the condition. Early intervention can be remedial or preventive in natureremediating existing developmental problems or preventing their occurrence. Early intervention may focus on the child alone or on the child and the family together. Early intervention programs may be center-based, home-based, hospital-based, or a combination. Services range from identificationthat is, hospital or school screening and referral servicesto diagnostic and direct intervention programs. Early intervention may begin at any time between birth and school age; however, there are many reasons for it to begin as early as possible. WHY INTERVENE EARLY?
School Spending 2002 - Who Holds The Purse Strings north carolina in 1999, the trial judge s opinion stated that performance oversight of school districts to make sure specialneeds and special-interest http://www.asbj.com/schoolspending/resources0502guthrie.html
Extractions: School finance was once the clear and protected domain of board members and superintendents. Schools received money from state and federal governments. In some cases school boards levied local property taxes; in others, districts received tax money from county or city government. With few limitations, and most of those on federal funds, the school board then decided how the money should be spent. State authority, however, is now eclipsing local authority in school finance matters. State legislatures and the judicial system are increasingly holding the state, not local districts, accountable for an equitable and high standard of education for all children. Along with this responsibility comes state control of money and educational resources. The intensification of state authority over resources and education quality threatens to clash with America's long-standing political preferences for local government responsiveness and citizen oversight. If the trend toward state centralized financial power continues, school boards could see themselves edged out of their roles as citizen overseers of their schools. This situation did not happen overnight, of course. In the 19th and early 20th centuries, local control over schools reigned supreme. State involvement was mostly limited to building construction. With the post-World War II civil rights movement, state and federal authority over schools grew. Intervention, in the forms of judicial decisions and legislative efforts, was deemed necessary to open up public schools for all students. Racially segregated schools were struck down by
What Is Early Intervention Chapel Hill, NC University of north carolina, Frank Porter Graham Child Early Intervention For Children With special needs And Their Families Findings http://www.kidsource.com/kidsource/content/early.intervention.html
Extractions: Early intervention applies to children of school age or younger who are discovered to have or be at risk of developing a handicapping condition or other special need that may affect their development. Early intervention consists in the provision of services such children and their families for the purpose of lessening the effects of the condition. Early intervention can be remedial or preventive in natureremediating existing developmental problems or preventing their occurrence. Early intervention may focus on the child alone or on the child and the family together. Early intervention programs may be center-based, home-based, hospital-based, or a combination. Services range from identificationthat is, hospital or school screening and referral servicesto diagnostic and direct intervention programs. Early intervention may begin at any time between birth and school age; however, there are many reasons for it to begin as early as possible. Back to the Table of Contents Why Intervene Early?
Early Childhood Focus north carolina System sweetens the pot to lure and keep special-ed teachers special needs In an age of teacher shortages, school systems across the http://www.earlychildhoodfocus.org/modules.php?name=News&new_topic=16&p=4
SPECIAL EDUCATION TEACHER Melissa J. Himelein University of north carolina at Asheville They may leada school resource room where disabled general education students come for http://www.lemoyne.edu/OTRP/otrpresources/helping/helping-specialeducation.html
Extractions: University of North Carolina at Asheville Table of Contents SPECIAL EDUCATION TEACHER JOB DESCRIPTION Overview Special education (SE) teachers instruct public school students (K-12) with physical, cognitive, and emotional/behavioral disabilities. They adapt and develop educational materials to meet the unique needs of their students, striving to ensure that disabled students reach their full learning potential. SE teachers tend to emphasize a particular type of disability in their training; the specific categories of disability differ across states (categories are defined by state departments of education), but generally include mental retardation/mental handicaps, learning disabilities, emotional/behavioral disorders, and physical disabilities. SE classes are usually designed for students at a given grade level who have the same type of disability. Special education resource teachers function as consultants within a school system. They advise general education teachers about means of modifying teaching methods for work with disabled children in their classrooms. They may lead a school "resource room" where disabled general education students come for specialized instruction.
LASER LASER Home About Us Staff Contact Us LASER Collaborative Assistant Professor of special Education north carolina A T State University Supervision of paraeducators serving students with special needs in http://www.coedu.usf.edu/LASER/RA_mini_profiles.html
Extractions: Ongoing projects related to research interests. Currently working on manuscript related to research on general education teacher implementing a peer tutoring program with EL students with disabilities. Effective instructional practices for culturally and linguistically diverse students, particularly how teaching credential candidates transform research based practices learned in program into actual classroom practice. Dr. Floyd Beachum
POSITION PAPER ON THE REAUTHORIZ special needs Families Information Resource Support and Technology (FIRST) The Exceptional Children s Assistance Center north carolina http://www.educationnews.org/position-paper-on-the-reauthoriz.htm
Extractions: The National Committee of Parents and Advocates Organized to Protect IDEA represents millions of citizens who have come together to protect the educational guarantee required by the Individuals with Disabilities Education Act (IDEA). The undersigned national, state and local organizations are united in opposition to the House and Senate bills that amend and reauthorize IDEA. Both of these bills weaken the rights and protections necessary to ensure that students with disabilities are not left behind.
Special Needs Camps - Summer Camps - MySummerCamps.com Find Other special needs Camps by activity location. Colorado (1), Connecticut (1) Hendersonville, north carolina, USA Phone 828697-9379 http://www.mysummercamps.com/camps/Special_Needs_Camps/Other_Special_Needs/
Extractions: Phone: ::POPULAR:: Camp Boggy Creek camping experience is more than a fun-filled getaway. It helps children to better cope with the day-to-day challenges they face. ... Special Needs Camps: Asthma Special Needs Camps: Blood Disorder Special Needs Camps: Cancer Special Needs Camps: Diabetes ... Special Needs Camps: Spina Bifida DreamPower Therapeutic Equestrian Center
Exceptional Children Department - Chatham County [NC] Schools must be in place in each school system in north carolina by 1998 and must The Exceptional Children s Program provides for 941 identified disabled http://www8.chatham.k12.nc.us/centoff/ex_child/
ECAC Winter 1999: North Carolina Issues Nomination packets have been mailed to each north carolina high school and children with special needs to have the same recreational opportunities as http://www.ecac-parentcenter.org/newsletters/winter99/ncissues.shtml
Extractions: Home Libraries Newsletters Workshops Matthew C. Graziadei Achievement Award Available to High School Seniors North Carolina students with disabilities, who are completing their last year of high school, are eligible to be nominated for the second annual Matthew C. Graziadei Achievement Award. This award is presented annually by ECAC to a high school senior with a disability who best exemplifies the characteristics of Matthew Graziadei, a remarkable young man who died in January, 1998, at the age of 26. The award will be presented at the student's high school awards day and includes a $500 scholarship to be used for any after high school learning experience/training or for equipment or technology needed for employment. All students with disabilities completing their last year of school are eligible for this award. Nomination packets have been mailed to each North Carolina high school and Vocational Rehabilitation office. For more information or a nomination packet, please contact ECAC at 1-800-962- 6817. Partners in Policymaking Class of 1999 The Developmental Disabilities Consortium is in search of participants for the 1999 Class of Partners in Policymaking. This is a leadership training program for parents of children with disabilities and adults with disabilities.
Trends & Issues, School Choice - Special Education Children with special needs and School Choice Five Stories. Author Harris,Sandra Availability http//llt.msu. Geographic Source US; north carolina http://cepm.uoregon.edu/trends_issues/choice/selected_abstracts/special.html
Extractions: Clearinghouse on Educational Policy and Management "Search Help" Note that this is a web site search and will not search our databases ("Directory of Organizations", "In-Process Abstracts", the ERIC Database , "Publications"). Abstracts Discussion Links References ... Resources Special Education Determining Charter Schools' Responsibilities for Children with Disabilities: A Guide through the Legal Labyrinth. Abstract: Reviews legal issues pertaining to charter schools' responsibilities for children with disabilities. Examines Section 504, Americans with Disabilities Act, and Individuals with Disabilities Education Act. Discusses what special issues attach when charter schools seek to serve only or predominately children with disabilities. Explores implications of special-education law for charter-school authorizers. (Contains 114 references.) (Author/PKP)
