Testimony Of Richard W. Riley, (IDEA) -- June 20, 1995 -- PART II all schools take responsibility for the academic progress of disabled students . To ensure that issues concerning the special needs of children with http://www.dinf.ne.jp/doc/english/Us_Eu/ada_e/idea/idea-2.htm
Extractions: DINF Web Posted on December 15, 1997 Secretary Riley's Testimony on IDEA June 20, 1995 The information in this document has been superseded by more recent information available elsewhere on this site. This document is for historical purposes only. See http://www.ed.gov/offices/OSERS/IDEA/ for more current information about IDEA. VII. Our Proposal Our first principle aligning the IDEA with state and local education improvement efforts so that students with disabilities can benefit from them underlies our entire proposal. In the past few years, I have visited many schools around the nation. When I go to schools, I rarely know whether the children I meet are being served under the IDEA except in the cases where children have visible disabilities. This is to be expected as mentioned above, our newest data tells us that 70 percent of students with disabilities are in the general education classroom for a substantial portion of the school day and that, with appropriate supports, most can succeed there. 2. Improve results for students with disabilities through higher expectations and meaningful access to the general curriculum, to the maximum extent appropriate
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?
THE VERMONT EDUCATION REPORT - March 07, 2005 - Vol. 5, No. 10 The Carson Smith Scholarships for Students With special needs Act will allow to the amount the state earmarks for disabled public school students and is http://www.schoolreport.com/vbe/nlet/03_07_05.htm
Extractions: Published by Vermonters for Better Education VBE is a nonprofit, nonpartisan organization whose mission is to enlist parents and the public at large in achieving quality educational opportunities for all the children of Vermont by monitoring the state of education in Vermont; promoting the value of educational freedoms for all parents; and giving parents the evaluative tools with which to identify excellence. Libby Sternberg, executive director: VTBetterEd@aol.com IT'S BACK - S.166 BECOMES S.132 Last session's early education bill, S.166, is now officially back in play. An exact replica of that bill has been introduced in the Senate by its original architect, Sen. James Condos (D-Chittenden) along with three other senators (Illuzzi, Lyons, and Miller). Three of the four sponsors are Chittenden County Senators, not surprising since there are some early education programs already in place in Chittenden County that have been touted as "models" for the statewide approach favored by Condos and his colleagues. S.166 and S.132's approach to early ed is very similar to that promoted by the Vermont Department of Education through its rule-making process. Those rules were withdrawn at the February meeting.
THE VERMONT EDUCATION REPORT - May 14, 2001 Vol. 1, No. 9 The rush to define more children as learning disabled if more money is made You want kids who genuinely have special needs to receive the funding, a http://www.schoolreport.com/vbe/nlet/05_14_01.htm
Extractions: Published by Vermonters for Better Education VBE is a nonprofit, nonpartisan organization whose mission is to enlist parents and the public at large in achieving quality educational opportunities for all the children of Vermont by monitoring the state of education in Vermont; promoting the value of educational freedoms for all parents; and giving parents the evaluative tools with which to identify excellence. Libby Sternberg, executive director: MAILTO:LSternberg@aol.com STATE NEWS... JEFFORDS'S SPECIAL EDUCATION PLANS GET MIXED REVIEWS For years, U.S. Senator Jim Jeffords has been beating the drum for more federal spending on special education. This year, however, he got a bigger drum. As a liberal Republican in an evenly-split Senate, he could threaten to withhold support for Administration initiatives that would otherwise pass unless his special education funding comes through. The money spigot hasn't yet been turned on, but Jeffords's special education funding ideas are receiving more attention, some of it probably unwelcome, from both liberal and conservative pundits.
Edvisors Network : Special Education/Schools/Learning Disabilities catering for the special educational needs of a small group of students The Hill Top Preparatory School has been serving learning disabled young http://www.edvisors.com/Special_Education/Schools/Learning_Disabilities/
School Choice News students must be disabled, or the schools must be accredited as special Children with special needs who now attend private schools are there http://www.schoolchoiceinfo.org/news/index.cfm?action=detail&news_id=707
Members Only Area Government schools have done a very poor job with children with special needs,partly because classifying children as learningdisabled means more money to http://www.alec.org/viewpage.cfm?pgname=5.129
[teachvib] US Congress Ready To Educate Disabled Children Will there be a national center to send textbooks so that schools can braille to improve the early identification of children with special needs, http://www.nfbnet.org/pipermail/teachvib/2004-November/000846.html
Extractions: Thu Nov 18 07:28:14 CST 2004 Hello, I am sure more information will be coming across the list but I do not think you will be disappointed. Thanks to the work of many advocates in the blindness field, the IMAA provisions were included and the central repository will be housed at the American Printing House for the Blind according to the conference committee report. Regards, Mark Mark A. Riccobono Manager, Education Programs Jernigan Institute National Federation of the Blind 1800 Johnson Street Baltimore, Maryland 21230 Phone: (410) 659-9314 ext. 2368 Fax: (410) 659-5129 Email: mriccobono at nfb.org Visit www.nfb.org Imagine A Future Full Of Opportunities -Original Message- From: teachvib-bounces at nfbnet.org
Vermont-NEA Editorial 2/98 The silent plea for help is a fact of life in many vermont schools today. and homecoming for special needs students and the provision of SCHOOL and http://www.vtnea.org/ed-17.htm
Extractions: Home Who We Are Opportunities for Educators Advice for Parents ... Support for Kids By Vermont-NEA President Angelo J. Dorta The silent plea for help is a fact of life in many Vermont schools today. It is an exhaustingly urgent plea from teachers and paraeducators for readily available, skilled, and dependable assistance in teaching students who are behaviorally-challenged. I know it firsthand, thanks to the distressing behavior of one particular former student and several others over the years who were nearly as demanding. It grows more widespread and stronger with each passing school day. So then, why is our plea largely unspoken and thus unheard by others? Why is it so rarely uttered aloud, especially to our administrators? Why is it often so difficult to voice deep concern for the well-being of all the students and adults in our classrooms? The primary reason is simple. As educators, we are expected to simultaneously teach and control all of our students at all times. The traditional view of most superintendents, principles, school boards, parents, and even colleagues is that we can and shall carry out this dual task alone. And, of course, remain physically and psychologically unscathed by the cumulative stresses incurred year after year. We quickly and unquestioningly internalized their prevailing expectation when we began careers as inexperienced, naive young teachers and novice paraeducators. From our very first days in the classroom, we have included successful daily performance of such double-duty as an essential element in our own sense of professional self-worth.
Snowsport Life - Where To Start Disabled Snowsports schools programme, offering grants to special needs schools and groups. The club advocates an open door policy allowing entry to all disabled people http://www.snowlife.org.uk/disabled_start.asp
Housing & Homeownership For Disabled This is a time when many decisions have to be made about a disabled person s future . special needs Secondary schools Autism Community Home Page http://access.autistics.org/issues/adult/main.html
Extractions: Adolescents have much different issues than younger children. This is a time when many decisions have to be made about a disabled person's future. Independence is possible for some high functioning autistics, others may need plans for their continuing care. Difficult behaviour and emotional problems such as depression may also increase during adolescence. Issues covered on this page, and on individual pages as more information becomes available, include: transition (from high school), post secondary education, housing, employment, and other independence issues. Advantage Offered to Homebuyers Homeownership - Things to Think About
Project Harmony - Newsletter - Summer/Fall 2001 In a musical exchange reminiscent of Project Harmony s roots, vermont s gift of music to many special audiences; orphans, disabled children, schools and http://www.projectharmony.org/news/fall2001/2.html
Extractions: Project Harmony's new educator program for 2002 offers participants the chance to experience Russian life and explore the country's educational system through daily interactions in the classroom, around town and in Russian homes. The program includes homestays with Russian families, excursions in and around Pskov and a two-day cultural program in either St. Petersburg or Moscow. For more information, please visit the educator programs web site: www.projectharmony.org/ep or contact Barbara Miller in our Vermont office. Project Harmony empowers individuals to create healthier communities through international exchange and training programs. Banjo Dan and the Mid-Nite Plowboys Perform in Russia In a musical exchange reminiscent of Project Harmony's roots, Vermont's premiere bluegrass band, Banjo Dan and the Mid-Nite Plowboys, performed a series of concerts throughout Russia in April 2001 at the Folk Marathon Music Festival. The band first performed in the Soviet Union in 1988 as part of a Project Harmony cultural exchange program. Venues for this year's tour included a beautiful old theater in Petrozavodsk, the U.S. Consulate in St. Petersburg and the U.S. Embassy in Moscow. The band's spirited sound and original songs were enthusiastically received by audiences in packed concert halls. Late evenings found band members enjoying the camaraderie of other musicians and engaging in jam sessions with festival performers.
NEA: In My View By Ellen Green, high school Spanish teacher, Rutland, vermont Up until themid1970s most children with special needs were not in the public system at http://www.nea.org/teachexperience/spedk030430.html
Extractions: Select below to see your state affiliate website: -select state- AL AK AR AZ CA CO CT DE FL GA HI IA ID IL IN KS KY LA MA MD ME MI MN MO MS MT NC ND NE NH NJ NM NV NY OH OK OR PA RI SC SD TN TX UT VA VT WA WI WV WY By Ellen Green, high school Spanish teacher, Rutland, Vermont The irony in the title is a sad irony. But truth be told, inclusion is not An Activist Mom Rett Syndrome . Up until the mid-1970s most children with special needs were not in the public system at all and were often institutionalized or placed in private day schools. What Betty Jean lobbied for was the least restrictive environment for her child and a free education Free and Fair Education for All Students Through the years there have been various changes and additions to the law, the most recent and widespread being the Individuals with Disabilities Education Act , reauthorized in 1997. The law clearly states that all students must be in the least restrictive environment for their educational experience. The law does not mandate across-the-board inclusion or heterogeneous grouping in classrooms. The intent of the law is to have free and fair educational environments for all students. Although this law was enacted at the behest and huge lobbying efforts of special education advocates, it does not inherently place one group of students' interests over another. The Vermont legislature has also enacted laws regarding special education and the rights of students with disabilities to be educated with their non-disabled peers.
Education, General And Special The disabled Students Program seeks to ensure that all students with disabilities Boarding School for special ed/needs and learning disabilities (K12) http://disability-resource.com/education.html
Extractions: AE , a non-profit organization, was founded in 1978 to address the environmental issues that confront people with disabilities and elderly people. Adaptive Environments promotes accessibility as well as universal design through education programs, technical assistance publications and design advocacy. The nation's umbrella higher education association, is dedicated to the belief that equal educational opportunity and a strong higher education system are essential cornerstones of a democratic society. ACE is a forum for the discussion of major issues related to higher education and its potential to contribute to the quality of American life.
Special Education Inclusion But for special needs graduates from integrated programs the employment rate was73%. Between Severely disabled and Nondisabled Students in High School. http://www.weac.org/resource/june96/speced.htm
Extractions: Special Education Inclusion Educators' Bulletin Board Classroom resources IDEAS Resource pages on educational issues ... ONLINE SERVICES This article was updated November 5, 2001 Inclusion remains a controversial concept in education because it relates to educational and social values, as well as to our sense of individual worth. Any discussion about inclusion should address several important questions: There are advocates on both sides of the issue. James Kauffman of the University of Virginia views inclusion as a policy driven by an unrealistic expectation that money will be saved. Furthermore, he argues that trying to force all students into the inclusion mold is just as coercive and discriminatory as trying to force all students into the mold of a special education class or residential institution. At the other end of the spectrum are those who believe that all students belong in the regular education classroom, and that "good" teachers are those who can meet the needs of all the students, regardless of what those needs may be.
Sen. Sessions' Remarks from vermont came and testified that 20 percent of his school district s budget I have dedicated my life to helping children with special needs. http://www.tash.org/govaffairs/ideaaction801sessions.htm
Extractions: (August 8, 2001) "NO DISCIPLINE AMENDMENTS- NO DENIAL OF EDUCATION - NOT NOW, NOT EVER!" IMMEDIATE ACTION NEEDED - AUGUST 15th NATIONAL CALL IN DAY Senator Sessions: In His Own Words The following is a section of the June 23, 2001 Congressional Record wherein Senator Jeff Sessions (R-AL) outlines his reasons for introducing a cessation of educational services to kids with disabilities amendment. He is not alone in harboring all sorts of misinformation about the Individuals with Disabilities Education Act . Mr. SESSIONS. Mr. President, there is a real problem in education today in kindergarten through 12th grade. Anybody who talks to teachers at any length, as I have, will realize that discipline is a key problem for teachers, principals, and administrators. It undermines the ability of learning in the classroom, and it is not a healthy environment too often. It is a real challenge today. Children are always difficult to manage, and in today's world I think it is more so than in the past. I have been to quite a number of schools in my State over the last yearmaybe as many as 20. Each time, I spent a good deal of time with teachers and principals and sometimes superintendents and board members. We talked about what is going on. I can say with absolute certainty that they told me over and over again that the biggest problem they see from the Federal Government is the discipline rules that have been set forth under the Individuals With Disabilities Education Act.
Supplementary And Related Services In Special Education child needs to participate with nondisabled children in the regular classroom special education directors of 11 of the 15 rural school districts in http://ericec.org/faq/services.html
Extractions: Internet: http://ericec.org Besides special education services, what other types of services are available to children with disabilities? Following are links to related ERIC digests, Minibibliographies, Internet resources, and Internet discussion groups, as well as selected citations from the ERIC database and the search terms we used to find the citations. ERIC Digests (http://ericec.org/digests/prodfly.html)
A Bad IDEA Seven years ago, my younger son was classified as learning disabled. Also,school officials can often exclude special-needs students from high-stakes http://www.connsensebulletin.com/badidea.html
Extractions: 'Perverse Incentives' in an Unfunded Mandate Just as before the 1997 Reauthorization of IDEA, a concerted attack is beginning on it. Note this commentary's recommendation that the " ' specific learning disabilities' category should be exised from the law" and the statement that "Evidence suggests that the IDEA does not produce academic gains." Education Week 'Perverse Incentives' in an Unfunded Mandate By Clint Bolick Education Week The IDEA has become systematically dysfunctional and damaging to public schools. A powerful toxin infects our nation's education system, imperiling the ability of every public school to fulfill its mission. It is not school vouchers or inadequate funding, but the federal Individuals with Disabilities Education Act, or IDEA. Tracing back to the 1975 legislation enacted to ensure equal educational opportunities for children with disabilities, the IDEA now covers 6.1 million schoolchildren at a cost of $41.5 billion annually, accounting for 40 percent of all new education funding over the past 30 years. Because only 12.5 percent of the money is provided by the federal government, the idea constitutes the largest unfunded federal mandate in American education. Far worse, it creates perverse incentives that have deepened stratification within public education to the detriment of minorities and the poor.
Extractions: NEW! Take the employer housing survey :: Housing data :: Additional special needs data profile Jump to ... Homeless General/emergency assistance People with disabilities Veterans Select another profile Some helpful data is not available for every town in Vermont, but it is still worthwhile information. Below are state and county data for people who are homeless low income disabled and veterans :: Homeless Top Homeless housing and service providers estimate the number of individuals and families who are homeless at a point in time as a part of their annual application for federal homeless funding. Below is a cumulative count for the entire State of Vermont, counting who was homeless on January 27, 2005. Chittenden County figures are also available separately. Homeless population Sheltered Unsheltered Total 1. Homeless individuals
