School Bus Transportation News At STN Media Head Start special needs Transportation School Bus Contractors FAQs School Bus Maintenance States Provinces Article Archives Industry http://www.stnonline.com/stn/industryarchives/legalissues/burns1200.htm
Extractions: By Peggy A. Burns, Esq. Special needs transportation, governmental immunity and bus stop selection were among the legal issues which focused directly on school transportation in the past year. The cases reviewed here are mainly state court cases and hearing officer decisions. While that means they have no binding impact on the courts of other states, nevertheless, they can be extremely instructive as to how a court might consider a particular issue. In this issue we'll review 10 cases that made it to state courts. Next month's STN will have Part II of the annual Year in Review. Special Needs Transportation Here is a sampling of the special needs cases decided in 2000. The Office for Civil Rights considered a parent's complaint that students in a district's Moderate Intervention Programs (MIPS) were required to ride a school bus with students with severe behavioral and emotional problems. The complaint alleged that the MIPS students were denied FAPE because of the physical and verbal abuse to which they were subjected. OCR found for the parents because the district "failed to implement strategies to ensure the safety of MIPS students."
Special Education Department Each school in the JacksonMadison County School System provides special Education Children who have, or are suspected of having special needs may be http://www.jmcss.net/deptSpecialEducation.htm
Extractions: Placement Procedures Special Education-What We Do Each school in the Jackson-Madison County School System provides Special Education services to eligible students. These services are specially designed instructions determined by the unique needs of students who meet state criteria for one or more of the 18 recognized disabilities in Tennessee. Jackson-Madison County currently serves between 3,000 and 3,200 special needs students annually with 150 teachers (including speech, gifted, vision, and homebound), 109 educational assistants, and 11 school psychologists. The majority of our students are involved in the general curriculum with support from the special education staff in the form of inclusion, resource, or consultation services. In our efforts to meet the individual needs of each child, we offer a continuum of options of services ranging from the least to most restrictive.
Resources For Special Needs -- Weblinks Providing help in school for special needs students and their parents, guardians and Resources for special needs. Revised Edition, May 16, 2005 http://www.hishelpinschool.com/resources.html
Extractions: Books and Magazines All God's Children: Ministry to the Disabled Gene Newman and Joni Eareckson Tada. Zondervan Publishing House, Grand Rapids, MI, 1981. A compassionate look at the needs of special children and adults. A gentle, Christ-centered view of the heart and mind of those with extra challenges. Decidedly Christ centered. Answers to Questions Parents Ask Most About Home Schooling Deborah MacIntire and Paul Windham. Creative Teaching Press, Cypress, CA. This book is especially helpful because of the useful forms and suggestions for time management and lesson planning. There are other helpful topics ranging from "balancing family time and education" to "legal concerns." Assessing Children for the Presence of a Disability National Center for Children and Youth with Disabilities. Assistive Technology Guide Explains the ways different techologies can enable special needs children to "show what they know" in the best way possible. Free from Schwab Learning,1650 S. Amphlett Blvd., Suite 300, San Mateo, CA 94402-2516. 800-230-0988
RISE Project Staff She also did substitute teaching from preschool through the elementary Jennifer s background includes working with children with special needs at all http://www.people.memphis.edu/~coe_rise/projectstaff.html
Extractions: Executive Secretary Judy has been with the RISE project for 8 years. as secretary/office manager and finds it very interesting. Judy was employed at Sears for 22 years before taking a position with the ICL Dept. at the Univ. of Memphis. Judy is married to Ken and has a daughter, Michelle and son, Dustin and grandson (hard to believe) Tanner. She enjoys fishing, riding motorcycling with her husband, 4-wheeling with her son, and shopping with her daughter. Jennifer Gonzales Graduate Assistant Erin is a returning grad assistant. She was previously with RISE in 2000-2001, and after two years teaching in a special education classroom, has returned to RISE while pursuing her law degree at the University of Memphis. Erin's main interests include special education and family law. In her spare time (ha!) she enjoys playing with her 3 dogs, cheering on Notre Dame football, and dreaming of the day she can camp in all the US National Parks. Gina Catalano Coordinator - Project Memphis Gina is the Coordinator for Project Memphis, one of the original early intervention programs in the country. Gina joined Project Memphis to replace Leigh Clover as Project Associate. In addition to holding a Bachelor's Degree in Special Education from the University of Southern Mississippi, Gina is currently pursuing a Master's Degree in Special Education with an emphasis in Early Childhood Education. With several years teaching experience-most recently with Lipman School at the University of Memphis, and with the Laurel County School System and the School of Excellence in Hattiesburg, Mississippi Gina brings valuable knowledge of how to work with children. Her interests include early childhood education practices, and working with the deaf and Hispanic cultures. In her free time, she enjoys reading, playing with children, and expressive dance.
HAYWOOD COUNTY AGENCY SERVICES: They work oneon-one with handicap or special needs children enabling them to special day school providing educational services atid rehabilitative http://www.unitedway.tn.org/haywood.htm
Extractions: ABOUT HAYWOOD COUNTY... 1999 Board of Directors Alan Callery George Chapman John Finn Ann Medford George Williams Christy Smith Anne Banks Gordon Perry Nathan Spencer Aubrey Earnhart Imogene Jackson Pat Cunningham Barry Phillips Jo Matherne Raymond Russell Bob Bond Lowry Pearson Sonny Howse Chief Gill Kendrick Mark Rawls Steve Smith David Cook Martha Shull Floyd Stewart Franklin Smith How was your money spent? During its 1998 United Way campaign, Haywood County raised more than $244,000. Allocations volunteers evaluated each agency that applied for funding from that money. They decided to spend the money as follows: Agency Funding Phone American Red Cross 427-5543 or 800-443-2265 Anderson Early Childhood of Haywood County Aspell Manor/TAMB Boy Scouts of America/West TN Council Brownsville-Haywood Community Action 772-6484 or 779-1390 Brownsville-Haywood County Rescue Squad Carl Perkins Child Abuse Center 772-8378 or 800-273-4747 Cerebral Palsy Center/West Tennessee Developmental Disabilities Dental Clinic Dyer sburg Vocational Training Center Elderly Care Management/SWHRA 989-5111 or 800-372-6013 Epilepsy Foundation Foster Grandparents/SWHRA 989-5511 or 800-372-6013 Girl Scouts/Reelfoot Council Golden Age Senior Citizens Center (College Hill) Haywood County Multi-Handicapped Center Homemakers/RIFA JACOA/Jackson Area Council on Alcoholism Jackson Center for Independent Living Kiwanis Center for Child Development Madison-Haywood Developmental Services (Ben Rich) Mustard Seed of Haywood County Nutrition for the Elderly/SWHRA 989-5111 or 800-372-6013
Newswise special needs Children Benefit from Education/Engineering Project No disabledchild wants to be distanced from the activities of their family and http://www.newswise.com/articles/view/513384/
Extractions: EARLY INTERVENTION, SPECIAL NEEDS, DISABILTIES, EDUCATION COLLOBORATION Contact Information Available for logged-in reporters only Description In the smiles of dozens of special needs children, mechanical engineering students and education specialists see the results of a model university program that adds emotion to engineering and technical expertise to early intervention. Photo: John Lucas, TTU Photo Services Three-year-old Solomon Maddux enjoys his tire swing. Image 1 of 2 "No disabled child wants to be distanced from the activities of their family and friends," said Dean Richey, the program's principle investigator. "These projects focus on giving the child some type of toy or device that keeps them included in the day-to-day activities of daycare, school and playtime." Through Tennessee's Early Intervention System housed on campus, children in need of toys or helpful devices to fit their disabilities are identified. A coordinator makes a list of these needs, which are most often for items that either don't exist or are too expensive.
2003 Youth Awards Projects tennessee Primary Level National Finalist Chimneyrock Elementary School 8601Chimneyrock Boulevard tennessee special Category National special Category http://www.need.org/awards/s_w.htm
RESUME special Education Carmel Middle School. Began the special education program which Computer literacy for special needs students curriculum, 1986. http://ouray.cudenver.edu/~klanders/resume.html
Extractions: PROJECT NARRATIVE 1. PROJECT PURPOSE Therefore, the purpose of this proposal is to provide Community Access to Lifelong Learning through the University of Tennessee at Martin (CALL-UTM) by providing under-served populations in rural West Tennessee access to technology, information, training, courses, and programs currently offered on UT Martin's main campus. In concert with the vision of the Tennessee Information Infrastructure (TNII), this project will attain interoperability among partners and achieve the following project goals via interactive compressed video, online courses and distance learning curricular and instructional methods: Increase community awareness, access to information and involvement in Tennessee's Head Start Program and Early Intervention Systems. Prepare more in-service teachers to meet state licensure renewal requirements.
Number 2 Pencil: See Spot Stay At Home Without any of this, the school is not required to provide any special services . I ma mom of 4 w/ special needs and a special educator w/ 2 Master s in http://www.kimberlyswygert.com/archives/002291.html
Extractions: Kimberly's take on testing and education reform Main Red tape and misunderstandings abound as a young epileptic is barred from bringing her service dog to school On 7-year-old Cheyenne Gilliam's first day at Mount Vernon Elementary yesterday, her new principal, Leon Davidson, explained to her classmates that the dog she brought to school isn't a pet: It's a working dog trained to respond to Cheyenne's epileptic seizures. But the pair's first day in second grade ended abruptly when Rockcastle County Schools Superintendent Larry Hammond notified Cheyenne's parents, Jennifer and Anthony Gilliam, that the dog was, in a manner of speaking, being suspended. Two hours after the day began, the family took the dog, and their daughter, home. Hammond said in an interview that he wants to find out whether the school is legally obligated to allow Cheyenne to bring Mikki, a 55-pound Weimaraner, into the classroom. The school board's attorney is reviewing the case. What seems to be giving the bureaucrats fits is that Cheyenne's mom wants Mikki to be around as a service dog, but doesn't want Cheyenne treated any differently than the other students. Given the misconceptions and shameful treatment that epileptics have been subject to in the past, I can understand why. But when Cheyenne's parents have refused to have an Individual Education Program (IEP) drawn up (apparently because it required an assessment of mental and emotional health), the school countered that, without an IEP, it was under no obligation to provide any sort of accommodation.
Building Self Esteem In Learning Disabled Students For children with learning disabilities, struggles in school can eat away attheir self Learning disabled children need a program where they can learn. http://www.babyzone.com/features/content/display.asp?TopicID=9187&ContentID=917
Past Issues - March/April 1999 Practitioners and researchers alike argue that coteaching need not be an At Bloomington High School North in Bloomington, IN, special education http://www.edletter.org/past/issues/1999-ma/coteaching.shtml
Extractions: By Millicent Lawton When Ronni Swan's principal at Starms Discovery Learning Center in Milwaukee asked her to co-teach this school year with a special educator, Swan balked. A general education teacher, Swan had already had a bad experience trying to co-teach, and the memory made her leery. But the push on co-teaching was part of the multiage elementary school's mission to weave disabled students into all regular classes. So, Swan agreed reluctantly-and then worried. As it happens, her pairing with teacher Paige Richards has worked so well it's made her a believer in co-teaching. "I would never go back to just teaching regular ed [by myself]," Swan says firmly. "It's no fun. It's lonely." Swan also believes the students benefit academically from having two teachers present, each with different strengths. Swan's strong suit is language arts, while Richards' is science. Richards, the special educator, also raves about co-teaching and being able to mix special ed and regular ed children together. "I feel like the benefits of inclusion far outweigh anything in a self-contained [special education] classroom," she says. She cites in particular the progress of one 10-year-old mentally retarded boy she has taught for three years in an inclusion class at the school. When he started in the multiage class, the boy had poor social skills and couldn't stay on task. Now the boy can "tell you what he did over the weekend. He can tell you two or three things in a row, on a topic, and then switch to something else. That's a goal we had for his IEP (Individualized Education Plan)."
