National Alliance Of Methadone Advocates (1) OTPs shall comply with all pertinent state laws and regulations. and procedures that reflect the special needs of patients who are pregnant. http://www.methadone.org/library/42CRF_part8_code.html
Special Needs News & Views (Susan Ohanian Speaks Out) special needs News. Schools Stumped Over Contradictory Testing regulations DALLAS state and federal laws on how to test special education students are on http://susanohanian.org/show_special_news.html?id=102
Special Education Safety Net state needs Projects state Regs./federal IDEA Click here to download/review the proposed federal IDEA 04 regulations TXT PDF http://www.k12.wa.us/SpecialEd/regulations.aspx
Extractions: Information regarding the creation of state regulations for the IDEA 2004 reauthorization and the State Performance Plan is located at www.k12.wa.us/specialed/IDEA_2004.aspx ANNUAL STATE APPLICATION FOR FISCAL YEAR 2005 OSPI completed its annual state application under Part B of the Individuals with Disabilities Education Act as Amended in 2004 for Federal Fiscal Year 2005. As part of the submission process, the US Department of Education Office of Special Education Program (OSEP) requires that we publish the application for at least 60 days and accept public comment for at least 30 days. After posting and receiving comments on the application, OSPI will: (1) inform OSEP if there are any changes resulting from the 30-day comment period and (2) inform OSEP when the 60 days of public availability is completed. This application is broken into three sections: Section I contains the submission statement. Section II contains assurances regarding the eligibility requirements for Public Law 108-446 (IDEA 2004) and it contains certifications regarding compliance with IDEA 2004 and other federal laws governing federal programs. Please note, some of the assurances are currently effective and some assurances include a date for completion of changes by June 30, 2006. This is because our rule making process in this state will begin after the USDOE finalizes regulations that implement IDEA 2004.
State & Federal Programs -- New IDEA Regulations Proposed Newly proposed regulations governing the federal Individuals with The proposed regulations relating to private school children possessing special needs http://www.capso.org/sfprogs/ideaprop.html
Extractions: Newly proposed regulations governing the federal Individuals with Disabilities Education Act (IDEA) have been announced by the Office of Special Education and Rehabilitative Services (OSERS) of the U.S. Department of Education. Read the proposed regulations View the IDEA 2004 Statute Read a summary of proposed regulations relating to private schools Visit the USDE's IDEA Resource Web Site The private school community is encouraged to read the proposed regulations and to provide comments relating to those sections relating to children with disabilities enrolled in private schools. When commenting, please make specific reference to the specific section or sections of the proposed regulations, and organize your comments in the same order as the regulations. Comments must be furnished prior to 5 p.m. (EST) on September 6, 2005. Comments may be submitted: Via US Mail Troy R. Justesen
Special Education Laws And Regulations Links to pages displaying the state and federal laws governing the education of children Links to other WV sites dealing with special needs children. http://www.wvchadd.org/laws.htm
Extractions: Family Network on Disability's Law Resources Bazelon Center for Mental Health Law Section 504 Compliance Handbook US DOE: Clarification of School Districts' Responsibilities to Evaluate Children with Attention Deficit Disorders Individual Education Programs These pages created and maintained by Lea Burnside
Subsidized Adoption Of Special Needs Children (1) a special needs subsidy in the form of a lump sum payment paid to the extent such costs are not covered by other state and federal programs, http://www.state.ct.us/dcf/RegsLaws/REGULATIONS/REGS17a-116-6.htm
Extractions: Department of Children and Families Agency Regulations SUBSIDIZED ADOPTIONS OF SPECIAL NEEDS CHILDREN Section 17a-116-6. Scope of regulations. The following regulations pertaining to subsidized adoption of special needs children are being adopted to establish and maintain an ongoing program of subsidized adoption. (Effective March 22, 1994) Section 17a-116-7. Definitions. (a) Department means Department of Children and Families (b) Commissioner means the Commissioner of the Department of Children and Families or designee. (c) Current cost of foster maintenance care means the rates for foster or other family type homes (excluding group homes) including regular, individualized or special rates as established by the Department. (e) Legal dependent means a child who qualifies as a dependent of the adoptive parent(s) under the Internal Revenue Code or as defined by future amendments to the Internal Revenue Code. (Effective March 22, 1994) Section 17a-116-8. Criteria for certification as a special needs child. (a) The child is a ward of the Commissioner or is to be placed in adoption by a licensed child-placing agency.
WM Services - Industry Waste Management addresses the special needs of large industrial customers. in a way that meets or exceeds all local, state and federal regulations. http://www.wm.com/WM/services/Industry.asp
Extractions: As North America's largest waste services organization, Waste Management has the equipment, manpower and expertise to provide dependable, cost-effective waste services to even the largest manufacturing and refining facilities. Plus, we confirm our commitment with written indemnification, which is backed by the financial strength of a Fortune 200 company. Waste Management works in concert with its own network of state-of-the-art landfills to ensure that your industrial waste is disposed of safely and in compliance with the strictest local, state and federal standards. To learn more about the innovative industrial collections solutions Waste Management has provided for our customers:
Task Force To Examine The Implications Of Special Ed Regulations practices for assisting special needs students at the state and local level. With federal regulations that guide states on how and when to include http://www.ccsso.org/Whats_New/Press_Releases/4084.cfm
Extractions: New Publications select Alabama Alaska American Samoa Arizona Arkansas California Colorado Connecticut Delaware District of Col... DoDEA 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 Northern Marian... Ohio Oklahoma Oregon Pennsylvania Puerto Rico Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virgin Islands Virginia Washington West Virginia Wisconsin Wyoming Washington, DC, February 17, 2004 The Council of Chief State School Officers (CCSSO) announces the members of its newly created Task Force on Special Education. This task force has been assembled in an effort to better understand the implications of federal regulations and other legislation aimed at helping students with disabilities learn to their potential, namely the Individuals with Disabilities Act (IDEA) and No Child Left Behind (NCLB). Educators in every state in our nation want to improve the learning outcomes for student with disabilities, said Terry Bergeson, Washington States Superintendent of Public Instruction and chair of the CCSSO Task Force. We must take advantage of this opportunity to move away from our heavy emphasis on compliance to a stronger focus on higher learning and achievement levels for all students with special needs.
NIH Guide: ORAL HEALTH OF SPECIAL NEEDS AND OLDER POPULATIONS special needs populations, for the purposes of this program announcement, state and federal laws and regulations, including the Privacy Rule. http://grants.nih.gov/grants/guide/pa-files/PA-04-031.html
Extractions: ORAL HEALTH OF SPECIAL NEEDS AND OLDER POPULATIONS RELEASE DATE: December 8, 2003 PA NUMBER: PA-04-031 EXPIRATION DATE: November 1, 2006 (unless reissued) Department of Health and Human Services (DHHS) PARTICIPATING ORGANIZATION: National Institutes of Health (NIH) ( http://www.nih.gov ) COMPONENTS OF PARTICIPATING ORGANIZATION: National Institute of Dental and Craniofacial Research (NIDCR) ( http://www.nidcr.nih.gov/ ) National Institute on Aging (NIA) ( http://www.nia.nih.gov/ http://www.nidcr.nih.gov/about/strat-plan/ ) and in A Plan to Eliminate Oral Health Disparities ( http://www.nidcr.nih.gov/research/healthdisp/hdplan.pdf http://grants.nih.gov/grants/guide/rfa-files/RFA-DE-04-009.html . Applications for clinical trials will NOT be accepted under this Program Announcement. If an investigator wishes to propose a clinical trial in oral health of special needs and older populations, she/he must follow the NIDCRs guidelines for submitting a clinical trial that are found at http://www.nidr.nih.gov/clinicalTrials/Clinical_Trials_Program.asp
Regulations For IDEA Amendments Of 1997 Finally Released! for Children with special needs without the final federal regulations. The regulations also state that the decision in a due process hearing on the http://www.ecac-parentcenter.org/newsletters/spring99/release.shtml
Extractions: Finally Released On March 12, 1999, the US Department of Education, Office of Special Education Programs (OSEP) released the final federal regulations for the Individuals with Disabilities Education Act (IDEA) Amendments of 1997. School system personnel and parents have been anxiously awaiting the final regulations since the release of the "draft" regulations in October 1997 in hopes that the final document would provide further guidance and stop the debate about controversial sections of the law, for example, the discipline of students with disabilities. Also, the NC Department of Public Instruction, Exceptional Children Division could not finish revising the state PROCEDURES Governing Programs and Services for Children with Special Needs without the final federal regulations. The regulations of most interest to families are those related to Part B of IDEA. The following pages of this Special Edition NEWS LINE only provide an overview of the changes made between the "draft" and the final regulations. Previous newsletters described the new law and proposed or draft regulations. You can also request additional information on IDEA and regulations on our web site www.ecac-parentcenter.org
Regulatory Information For Businesses but typically reflect the special needs of the city or district. Back to top; Health and Safety state and federal regulations govern exposure to http://www.govlink.org/hazwaste/business/techcomp/regs.html
Extractions: - anonymous Email page Print view When managing hazardous wastes, it's important to understand the federal and state laws and regulations that govern the disposal process from cradle to grave. Regulations from other topics of environmental compliance also direct management of hazardous materials and wastes, such as oil recycling, clean air, clean water and special rules for individual wastes (for example batteries and pesticide legislation). This section provides an overview of regulations and government agencies that govern hazardous waste management and related topics. Source: Local Hazardous Waste Management Program. Local Hazardous Waste Management Plan for King County - Final Plan May 1997, Seattle, WA. pp 3-8 to 3-17 Federal Regulation State Regulation Local Regulation Federal Regulation The primary federal legislation addressing solid and hazardous waste management is the Resource Conservation and Recovery Act (RCRA) passed in 1976. It provides a comprehensive framework for managing solid and hazardous waste with the intent of eliminating or minimizing public health threats and contamination caused by these wastes. RCRA was modified with the passage of the Hazardous and Solid Waste Amendments (HSWA) in 1984. An important component of HSWA was a mandate to revise the Criteria for Classification of Solid Waste Disposal Facilities and Practices which established minimum technical standards for design and operation of solid waste facilities. This mandate arose, in part, as a result of concerns about the disposal of unregulated quantities of hazardous waste at municipal landfills.
Extractions: Where can I find information on the laws and federal regulations governing education in the U.S.? Hello, In response to your request for information on federal education legislation, I conducted a sample search of the ERIC database. Below I have appended my search strategy, 12 citations with abstracts, and directions for accessing the full text. These citations may represent an introductory, rather than exhaustive, search for information on your topic. If you would like to conduct your own free ERIC database searches via the Internet, please visit the ERIC Database Help pages for directions or go directly to http://www.eduref.org/Eric/adv_search.shtml to search. I have also attached some related resources that may be helpful. Thank you for using AskERIC! If you have any questions or would like further assistance, please do not hesitate to send another message. AskERIC Staff Internet Sites: * Committee on Education and the Workforce - Publications
Extractions: 1.1. Purpose: The Individuals with Disabilities Education Act Amendments of 1997, Public Law 105-17, herein after referred to as IDEA 97, requires that the State set forth policies and procedures to assure that there is a goal of providing full educational opportunity to all students with disabilities between birth and 21 years of age. The State of West Virginia affirms the goal to provide full educational opportunities by 2010 for all students with disabilities, aged birth through 21, residing within its jurisdiction. The state works toward the realization of this goal through the implementation of, and compliance with, IDEA 97, and any subsequent reauthorization, state regulations and policies and the implementation of the West Virginia Continuous Improvement and Focused Monitoring System. 1.2. Scope: These regulations apply to preschool, early childhood, middle childhood, adolescent and adult students whose educational programs require special education and related services. These regulations apply to three year olds, as of their third birth date, through five year olds with disabilities and those who are between the ages of five and 21. Rights under these regulations cease to apply at the end of the school year in which the student turns 21 years of age, that is, the year in which the student is 21 years of age prior to September 1 unless the student has met graduation requirements as specified by the Individualized Education Program and within the state/local policy pertaining to graduation requirements.
Bus Drivers schoolbus drivers must learn how to accommodate their special needs. All drivers must comply with federal regulations and with any state regulations http://www.bls.gov/oco/ocos242.htm
Extractions: Bureau of Labor Statistics Occupational Outlook Handbook www.bls.gov OOH Search/A-Z Index BLS Home Get Detailed Statistics ... Find It! In DOL Printer-friendly version ( HTML PDF Nature of the Work Working Conditions Employment Training, Other Qualifications, and Advancement ... Sources of Additional Information Nature of the Work About this section Back to Top Every day, millions of Americans every day leave the driving to bus drivers. Bus drivers are essential in providing passengers with an alternative to their automobiles or other forms of transportation. Intercity bus drivers transport people between regions of a State or of the country; local-transit bus drivers do so within a metropolitan area or county; motor coach drivers take customers on charter excursions and tours; and schoolbus drivers take children to and from schools and related events.
University Of California Berkeley School Psychology The worst things are too much paperwork and all of the federal, state and district imposed rules and regulations associated with special needs students http://www-gse.berkeley.edu/program/sp/html/spbestworst.html
Extractions: (this text was scanned and may contain some typographical errors.) Best and worst about being a school psychologists - comments from school psychologists " The best part is simply working with kids and hopefully being able to provide intervention or services that help them. The worst parts are the paperwork and the difficulty of convincing certain teachers (usually those who have been teaching for 20+ years) that you know what you are talking about" "The best thing is working with children, teachers, parents and other school personnel. The worst part is all of the paperwork!!" "The best part is that I am in a position to help make lifelong, significant changes in children's lives, which will hopefully have a positive impact. I love coordinating information between the student, parents and school personnel. I also love working with the children and hearing what insights they have. The worst part is all of the paperwork. With having state report formats, there is little opportunity for individuality in report-writing, which I do not like!" "The best thing is working with children who continue to teach me something new everyday. I am reminded, daily, that thinking is a developmental process that is as individual as a fingerprint. I believe school psychologists serve children best when we advocate for their needs and celebrate their potential. The worst thing is bearing in mind all the regulations that one must consider when writing a report about a comprehensive evaluation. I reserve time in my schedule to read to kindergarten classes on days when I know I will be writing reports. It is too mind numbing if I spend the entire day doing dictation or writing"
Linn State Technical College - College Regulations Abide by the terms of all applicable state and federal regulations pertaining The accommodations for students with special needs are coordinated through http://www.linnstate.edu/studentservices/regulations.asp
Extractions: Students are expected to attend all of the classes in which they are enrolled. Excessive absences are determined by attendance requirements detailed in each class syllabus, which is given out during the first class meeting. Departments and/or instructors may have strict attendance requirements. Students will receive these requirements in writing on the syllabi distributed on the first day of class. Departments may also require written contracts. Only instructors may determine what is or is not allowed for make up work. It is the responsibility of the student to arrange to immediately make up work missed because of class absence. In cases of prolonged absence, the student must notify the Student Services Office, which will then notify the students instructors. See the Student Handbook at www.linnstate.edu
Extractions: More stringent means, in the context of a comparison of a provision of State law and a standard, requirement, or implementation specification adopted under subpart E of part 164 of this subchapter, a State law that meets one or more of the following criteria: With respect to a use or disclosure, the law prohibits or restricts a use or disclosure in circumstances under which such use or disclosure otherwise would be permitted under this subchapter, except if the disclosure is: Required by the Secretary in connection with determining whether a covered entity is in compliance with this subchapter; or To the individual who is the subject of the individually identifiable health information. With respect to the rights of an individual, who is the subject of the individually identifiable health information, regarding access to or amendment of individually identifiable health information, permits greater rights of access or amendment, as applicable.
Part 800 - Chemicial Dependence Services (24) 21 Code of federal regulations Part 1301.72 means 21 Code of federal the Commissioner will consider such factors as the special needs of the http://www.oasas.state.ny.us/regs/800.htm?print
Testimony: Part 200 Regulations. September 1999 In addition, the state Education Department needs to consider alternate federal regulation and state conforming legislation state one special education http://www.nysut.org/research/bulletins/9909part200.html
Extractions: September 23, 1999. On behalf of its 430,000 members, NYSUT is pleased to submit this testimony for consideration by the Board of Regents and State Education Department in finalizing changes to Part 200 of the Regulations of the Commissioner of Education. NYSUT, working with its national affiliate, the American Federation of Teachers, was actively involved in advocating for the many changes included in the 1997 amendments to the Individuals with Disabilities Education Act. NYSUT is a strong supporter of raising learning expectations for students with disabilities and believes that these students should have access to the general education curriculum, to the extent appropriate, regardless of the student's educational placement. NYSUT advocated that general education teachers should have a greater role in making decisions about a student's educational program. In addition, all appropriate teachers and related services providers must have in their hands timely information about the needs of students in their classes and the programs and supports to be provided to them
