Extractions: Services and Housing Choices for Those Who Have Disabilities View Current Signatures Sign the Petition To: Texas Legislators and Department of Aging and Disabilities Services This is an exciting time to live in Texas! Not too many decades ago those with disabilities were not taught to read or write, or expect to have jobs and activities in their communities. Today they are becoming more and more integrated into their communities. In the past, families were advised by their doctors to put their children with disabilities "away" in institutions like the Texas State Schools. The parents had few resources and did not feel capable of caring for their child, so they listened to the advice of the "experts" and put them into institutions. They were not negligent parents, just ones without hope and options. Ten to fifteen years later, many of us heard the same advise about our babies with disorders. "This child is not one you may be able to live with or educate. You may need to put her into an institution where she could have constant supervision and full-time staff to protect her." But the reaction was not the same. We, who were young parents in the 1970's and 1980's, knew there were more opportunities, new laws promoting equal access to education, new therapies and better medical care available. We didn't agree to "put our children away". Today, the medical professionals are much more encouraging to families when first diagnosing a child with disabilities. They begin immediately to provide strategies to enable the child to become a fully functioning member of the society. Not necessarily functioning exactly like the general population, but contributing each in his or her own way. These courageous individuals provide inspiration to the general population. We become stronger as a community.
The Math Forum - Math Library - Disabled/Challenged texas School for the Blind and Visually Impaired (TSVBI) Publishers ofeducational software, focusing on special needs software for Windows and http://mathforum.org/library/ed_topics/contexts_disabled/
Extractions: Equal access to software and information: an NSF-sponsored project to collect and disseminate information on tools that make these fields more accessible to professionals with disabilities. Online workshops, Webcasts, links to programs for the visually impaired, those with learning disabilities, the hard-of-hearing, social barriers to SEM access, resources for tactile graphics/three-dimensional models, etc. more>> Equal Access to Software and Information (EASI) An affiliate of the Association for the Advancement of Higher Education dedicated to disseminating up-to-date information about providing equal access to computing and information technology for persons with disabilities. E-mail Workshops, on-site seminars on Adaptive Computing, and assistance in making information technology accessible with the use of state-of-the-art adaptive computing technology are available for universities, colleges, schools, businesses, and non-profit organizations. more>> Family Village School - Waisman Center, University of Wisconsin-Madison
Texas Public Policy Foundation - Policy Experts Does school choice help children with disabilities, or might they be left that private schools are willing to serve special needs students and are http://www.texaspolicy.com/experts.php?auth_id=112
U.S. Congressman Pete Sessions : 32nd District Of Texas The Family Opportunity Act helps families with disabled children to stay Press Release Sessions Recognized for Work for special needs Children 7.28. http://sessions.house.gov/Issues/Issue/?IssueID=1004
Extractions: News and Information Services Many school districts classify students as disabled in order to receive more state funding, says economist Julie Berry Cullen. In a six-year study of more than 1,000 school districts in Texas, Cullen found that a 10 percent increase in supplemental revenue generated by a special education student compared with the revenue generated by a regular student leads to a 1.4 percent increase in the student disability rate. The importance of financial incentives in determining the rate at which students are classified as disabled depends on the amount of discretion local officials have in implementing special education programs, Cullen says. Although federal and state mandates attempt to limit local discretion by explicitly prescribing the procedure for identifying and serving students with special needs, local school districts have substantial latitude, she notes. For example, while many eligible students may be severely physically or mentally disabled, many others in special education are difficult to distinguish from non-disabled, slow-learning students, she says. In all, more than 80 percent of special education students nationwide have non-physical disabilities, such as a learning disorder, speech impairment or emotional disturbance.
Extractions: News Agendas Employment Broadcast ... back Health / Social Services Programs Where can I get my drinking water tested for lead? The City of Arlington Water Utilities Department can test drinking water for lead. Call 817-457-7550 for delivery of a prepared 1-liter bottle. The water collected must be obtained first thing in the morning before using, as the water has sat overnight and had time to collect residue from the pipes. Contaminated drinking water is most prevalent in homes that are ten years old and older. Who can I call to see if my house has lead-based paint? Unlike testing for lead in drinking water, the city does not test for lead-based paint. However, Lead Test Kits (Lead Check Swabs) are available for purchase in most area home improvement stores, such as, Home Depot, Lowes Home Improvement Warehouse, and Ace Hardware for around $6. What is the Arlington Human Services Planners organization? The Arlington Human Services Planners (AHSP)-United Way is an organization funded by United Way and the city that assists in the research, planning, and implementation of health and social service needs of Arlington. It focuses on identifying emerging human service needs and facilitating citizen involvement in developing strategies to meet these needs which may range from early childhood diseases to elder care and teen pregnancy to employment issues. AHSP has conducted several studies on human services in Arlington. They have completed studies on elderly services, the homeless population, and youth services. To receive a copy of their studies or get additional information, contact AHSP at 817-548-9595.
The Faculty - Hyde Park Day School working at the Hyde Park Day schools, coming here all the way from texas. Nicole s interest in children with special needs began in college when she http://hpds.uchicago.edu/faculty/
Extractions: The Faculty LD Specialists The learning disability specialists at HPDS are the facilitators of the learning environment. They co-teach with a team of educational specialists, regular education teachers and professional artists. Together, they create an educational environment that fosters achievement, embraces diversity and leads to students acquiring strategies for actualizing their potential. Co-Teaching We believe that co-teaching provides for a richer and more integrated educational experience for our students. At HPDS, regular education teachers, LD specialists and professional artists work together. In addition, we offer consultation to regular education teachers to ensure a smooth transition for students returning to their home school. Meet Everyone at the Hyde Park Day Schools! The Hyde P ark Day Schools' strength is directly related to the quality of their faculty. The selection process is very in depth and competitive. The result is a group of administrators, teachers and integrated service providers who are not only extremely well qualified, but who have outstanding skills, enthusiasm and the dedication needed to bring out the best in our students. Dr. Pamela Adelman
Student Services Students with special needs are requested to notify the Counselor for specialServices texas Commission for the Blind, the local high schools, etc. http://www.gc.edu/CATALOG/gc/student.htm
Fiscal Incentives Raise Student Disability Rates school districts for identifying additional students with special needs.Relying on data from texas schools in the 19912 through the 1996-7 school http://www.nber.org/digest/sep99/w7173.html
Extractions: "More than 35 percent of the six-year increase in student disability rates in Texas is explained by the contemporaneous increase in fiscal incentives." Student disability rates have increased by more than 50 percent in U.S. school districts over the past two decades. Since 1977, the proportion of students nationally in grades K through 12 that have been classified as disabled has increased from 8 percent to 12 percent. Over the same period, the fraction of school district spending that is allocated to special education has increased from 4 percent to 17 percent. For the 1993-4 school year, the 5.4 million students who received special education services cost taxpayers more than $32 billion in total spending (above what was spent for other students). In The Impact of Fiscal Incentives on Student Disability Rates NBER Working Paper No. 7173 ), author Julie Berry Cullen finds a link between these increases and the state funding formulas that reward local school districts for identifying additional students with special needs. Relying on data from Texas schools in the 1991-2 through the 1996-7 school years, Cullen finds that a 10 percent increase in the supplemental revenue generated by a disabled student attributable to the state aid formula results in a 1.4 percent increase in the fraction of students classified as disabled. The data show that more than 35 percent of the six-year increase in student disability rates in Texas is explained by the contemporaneous increase in fiscal incentives. As expected, the greatest increase in student disabilities over this period was in the mildest and least well defined disability categories. These categories currently represent approximately 80 percent of the special education population.
Special Needs Educational Programs for people who are handicapped, disabled or have special needs. Includes schoolsand government programs for the disabled in the Phoenix, AZ area. http://phoenix.about.com/od/diseduc/
Extractions: zJs=10 zJs=11 zJs=12 zJs=13 zc(5,'jsc',zJs,9999999,'') About Phoenix, AZ Lifestyles and Families Disabled and Special Needs Disabled Education Phoenix, AZ Essentials E-Course: Relocating to Phoenix E-Course: Handling Desert Heat ... 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 Phoenix, AZ newsletter! See Online Courses Search Phoenix, AZ People with special needs in the Phoenix area can avail themselves of various educational opportunities. Alphabetical Recent Up a category American Indian Rehabilitation Research and Training Center A Northern Arizona University Project to improve the quality of life for American Indians and Alaska Natives with disabilities through the conduct of research and training. Arizona State Schools for the Deaf and Blind Schools providing education of children and youth with hearing or vision loss throughout Arizona. Braille and Talking Books A division of the Arizona Department of Library, Archives and Public Records. They loan Braille and recorded books and magazines, as well as the necessary equipment to play the recorded publications.
Academic Needs In texas, foster children who attend school may be served by independent school Children with special needs. TEA coordinates with eight other state http://www.window.state.tx.us/forgottenchildren/ch06/s0602.html
Extractions: Background In Texas, foster children who attend school may be served by independent school districts, charter schools or special educational programs within or managed by a school district, charter school or residential treatment facility. Unfortunately, Texas does not collect separate data on foster children in its data collection system, the Public Education Information Management System (PEIMS), so little can be said definitively about the educational success of foster children. Foster children experience frequent interruptions in their schooling, often due to changes in placement or care arrangements. Some are transferred repeatedly to different homes or facilities, finding themselves in a new classroom each time. They also must cope with frequent court appearances, counseling and medical appointments. Foster children are more likely to attend special education classes and are less likely to participate in college preparatory programs. Moreover, they are more likely to end up in the juvenile justice system. They often have emotional and behavioral problems that affect their classroom performance. Such problems can spring from their separation from their birth families as well as the neglect or abuse that led to their placement in foster care. A 2002 Education Law Center study of 23,000 Pennsylvania foster children found similar barriers to academic success. More than half of the foster children in the study faced delays of more than a week simply enrolling in school, due to an inability to meet enrollment requirements, incomplete immunization records and difficulties in transferring enrollment and other paperwork from former schools. School administrators tended to place large numbers of foster children in alternative education programs, and a majority of the children received little academic or social support from school personnel.
Texas Responds: War Relief Package including those who need special assistance. According to the texas State School districts with disabled students or employees and students with http://www.window.state.tx.us/wrp/em15.html
Extractions: Summary The National Fire Protection Association recommends that each state agency have a fire or emergency evacuation plan for disabled employees, but many of these plans may be outdated and inadequate. If more than one agency occupies a building, the procedures are different for each agency. On the national level, The Access Board, an independent federal agency that reviews accessibility for people with disabilities, recommends state agencies do the following to ensure safe evacuation of employees with disabilities: Purchase evacuation chairs for wheelchair-bound persons.
Texas Steering Committee texas Education Agency Division of special Education. In each of her roles,she has been an advocate for serving special needs children in the regular http://www.tea.state.tx.us/special.ed/tcip/strgcomm.html
Extractions: Steering Committee Membership Texas has appointed the following key stakeholders representing diverse perspectives to a steering committee. This steering committee is assisting the State through the ongoing Texas Continuous Improvement Process. Lyndal M. Bullock is a Regents Professor in Special Education at the University of North Texas in Denton. He is the past president of the following International Associations: The Council for Exceptional Children (CEC) for 2 terms, Council for Children with Behavioral Disorders, and the Teacher Education Division of the CEC. He is a past recipient of several professional awards: the Midwest Leadership Award in Behavioral Disorders, J.J. Wallin Award (the most prestigious award given by the Council for Exceptional Children), and the teaching Excellence Award given by the Teacher Education Division of CEC. He is currently on the editorial board of several journals (e.g., Behavioral Disorders, Teacher Education and Special Education) and has contributed significantly to the literature in special education. He has been a strong advocate for children and youth with disabilities and has been a leader in teacher preparation in special education for many years. Deborah Burgess is a special education teacher who teaches children with disabilities in an inclusion classroom at Pflugerville ISD. She has 17 years of experience teaching within the Austin and Pflugerville ISDs, including a number of years spent in resource classroom. Deborah serves on the TCIP Access to the General Curriculum improvement committee. She has also served on the validation panel for the
ESC Decentralized Functions And Projects ESC Region 12 is the home of statewide special education decentralized function and support to assist texas school districts meet the educational needs http://www.tea.state.tx.us/special.ed/decfunc/
Extractions: Education service centers (ESCs) provide state leadership for special education related decentralized functions. The ESCs listed next to the decentralized function are considered the Lead ESC. Each lead ESC is responsible for establishing and coordinating a 20-region network for their decentralized function. The purpose of the 20-region network is to ensure ongoing communication between ESCs about state-level needs assessment processes, planning, and implementing and evaluating statewide activities. Sherry Marsh Through a comprehensive planning process, the Access to General Curriculum (AGC) Network develops a framework for statewide collaboration. Priorities in professional development and technical assistance focus on ensuring that all students with disabilities will gain access to and show progress in the general curriculum through curricular/instructional adaptations in the least restrictive environment. Assistive Technology 20 ESC Network Diana Carl Through a comprehensive planning process, the Texas Assistive Technology Network (TATN) has developed a framework for statewide collaboration. Priorities in professional development and technical assistance focus on providing training, products and services that: build district capacity in assistive technology knowledge and skills; promote strategies for building the literacy skills of all students; and are aligned with statewide literacy initiatives.
Texas Homeland Security The elderly and disabled may need special help during an emergency. The TexasSchool Safety Center provides training and technical assistance to http://www.texashomelandsecurity.com/beprepared.html
Extractions: Every Texas family can take simple steps to help prepare for any type of emergency, including a possible terrorist attack: Additional resources for communities, schools and businesses An emergency preparedness plan is your family's guide to safety. Learn about potential disasters that can occur in your community and discuss what each family member should do. Identify a place for family members to meet if separated by a disaster. Establish an out-of-town friend or relative to act as a point of contact for separated family members to call. Make sure everyone has the number. Ask your local emergency management office about your community's warning system, evacuation plans and routes and the location of public shelters near your home, work or school. Complete an emergency preparedness checklist and review it with your family. Depending on the type of disaster, determine the best escape routes from your house and find the safest place in your house. Locate the main electric fuse box, water service main and natural gas main. Teach responsible family members how and when to turn these utilities off. Keep necessary tools near gas and water shut-off valves.
Frameset: The Council The texas Council for Developmental Disabilities is a 29member board Increase the percentage of families of children with special needs who are able to http://www.txddc.state.tx.us/
Extractions: Independence KATRINA RESOURCES Productivity Community Integration The Texas Council for Developmental Disabilities is a 29-member board dedicated to ensuring that all Texans with developmental disabilities, about 344,300 individuals, have the opportunity to be independent, productive and valued members of their communities. Using a variety of methods, the Council works to ensure that the service delivery system provides comprehensive services and supports that meet people's needs, are easy to access and are cost effective. We also work to improve people's understanding of disability issues. Council members include individuals with developmental disabilities, parents and guardians, as appointed by the governor, as well as representatives from each major state agency that serves people with developmental disabilities. The Council also has representatives from the state's protection and advocacy system (Advocacy, Inc.), Texas Center for Disability Studies (formerly called the Texas University Affiliated Program/UAP) and local organizations. Each state developmental disabilities council is required by federal law to select activities in nine Areas of Emphasis: Quality Assurance, Education and Early Intervention, Health-Care Related Activities, Employment-Related Activities, Housing-Related Activities, Transportation-Related Activities, Recreation-Related Activities, and Cross Cutting Measures.
MAIN.org - Disability Services To provide diverse programs to persons with special needs to help them become A 501c3 organization dedicated to supporting texas School for the Deaf http://www.main.org/disable.php
Extractions: Founded by parents concerned about the exclusion of their children with mental retardation from public schools. Also assists individuals with developmental disabilities to realize all rights and opportunities for full participation in the community. The Assistive and Instructional Technology Lab - UT Austin
Extractions: For Advocacy Support Videos and Handbooks Nationwide and International Services Bodin Associates based in Los Altos, CA and serving a national and international client base. Education Management Consulting assessments for school placement and evaluation and for legal proceedings involving educational issues and institutions. Chicago Attorney Linda Mastandrea represents students with disability law needs and counsels schools and businesses on compliance with the law Edufax (with Marcia Rubinstein) Educational consulting, placement, and advocacy The Learning Curve of Wisconsin connecting resources in education for students with dpecial needs. Also provides expert witness testimony LD Online interactive guide for children, parents, teachers, and others involved with learning disabilities A+ International Consulting educational consulting internationaly: teacher training, legislative issues, curriculum planning and implementation Davis Dyslexia Association International Website contains information and a forum for networking among parents and teachers, and support for using Davis methods at home.
Extractions: for help in escorting your child to a distant program or school. Your teenage son or daughter may be traveling a rocky road on the way to adulthood. There are many organizations, schools, and professionals who are specifically experienced in dealing with the sensitive, complicated teenage years and the risks they present to many young people. For this reason, ISER is beginning a new section to help you find treatment whether it is a residential program, counseling, a day school, or a therapist who will be able to help your teenager get through this difficult period in his/her life. Please check back with us soon to find more schools, programs, and professionals in your area who can help. If you are a professional specializing in the treatment or counseling of at-risk teens or you represent a school or program that is interested in listing its services with us, please go to our listing options page , then fill out our listing form , and we will build you a listing and be in touch with you shortly. Be among the first to make your services accessible to ISER's many patrons!
A School Zone - Special Education Page Tons Of Links. Has databases on nonpublic schools, Americans with Disabilities Act, low incidence Federation for Children with special needs Web Site Projects of http://www.geocities.com/Heartland/Plains/6097/special.html
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