HSLDA | Special Needs -- National Organizations/Newsletters Hewitt offers some testing for families who home school special needs National Information Center for Children Youth with Disabilities (NICHCY) http://www.hslda.org/hs/specialneeds/specialneeds3.asp
Extractions: The following is a list of some of the available national organizations/newsletters that home educators with special needs children might find beneficial. This list is not meant to be exhaustive. If there are additional organizations that home educators have found to be helpful, information concerning them would be greatly appreciated. Inclusion in this list is not meant as an HSLDA endorsement. The views and opinions held by the organizations are not necessarily those of HSLDA.
Extractions: Nourishing your special needs child by Andrea Longbottom Excelling at home: Mary Hernandez holds her son, Raul, to a structured school schedule, but also involves him in household routines. "He's like a sponge!" Mary Hernandez says of her 13-year-old son's ability to soak up knowledge. Mary's son, Raul, has epilepsy and slight cerebral palsy. Four years ago, Mary pulled Raul out of public school and began homeschooling him. She was frustrated with the school, whose teachers maintained Raul couldn't learn because of his disability and let him spend hours playing with toys. Mary brought him home, sure that her son could excel if given the chance. Raul has since learned to read and write. "He knows all the presidents from the first to the forty-third president!" says Mary proudly. "You tell him something, and he will remember it." At home, Mary holds Raul to a structured school schedule, but also involves him in household routines.
Extractions: Internet Special Education Resources Nationwide and International Services Bodin Associates More than 18 years experience in finding the right school or placement Advocates for Human Potential Educational Planning with Personalized Guidance Autistic Interactive Click Pages Over 200 pages of multimedia learning, support, and information services Educational Connections, LLC Find the right school or therapeutic program for your at-risk teen or special needs child Ellen Heard, Inc. Personally resarched school placement world-wide for at-risk or emotionally suffering teens dyslexia-lessons.com Specialist one-on-one tutoring worldwide EdAnywhere EducationalOptions, LLC Helps you find the right school or program for troubled or at risk teens Edufax (with Marcia Rubinstein) Educational consulting, placement, and advocacy Practice Effective Guidance Strategies (PEGS) Software to help teachers and homeschooling parents with effective teaching strategies School Finders helps parents locate the right school for at-risk, ADD, AD/HD, special needs, average and gifted children worldwide.
Community Resources Department An interest in children, their rights and special needs; The Hanover YouthServices Council is a group of middle and high school students selected from http://www.co.hanover.va.us/commres/default.htm
Extractions: Programs The mission of the Department of Community Resources is to promote Hanovers people, tradition and spirit by mobilizing volunteers and maximizing available resources to address community needs. The Department of Community Resources works with citizens, government departments and non-profit agencies in Hanover County. Our goal is to assist in finding specific resources to address individual needs as well as to address community needs by facilitating the development, enhancement and coordination of community assets. The department administers various programs, such as the Volunteer Services Program which acts as a clearinghouse for volunteer opportunities and resources for Hanover County. Other programs administered by the department include the Citizen Corps/Disater Preparedness and Response Court Appointed Special Advocate (CASA) Program Hanover's Promise-The Alliance For Youth Hanover Youth Service Council ... Information and Referral , the Volunteer Home Repair Referral Project , and the Winterization Project . The Comprehensive Services Act (CSA) office is also housed within the Department of Community Resources.
HSC - Special Needs Children Legal Pulling Your special needs Child Out of School Pete Wright (a Virginiaattorney who represents children with disabilities and who struggled with http://www.hsc.org/chaos/specialchallenges/legal_in.php
Extractions: Empowering Families Introduction to Homeschooling Getting Started ... Join - Volunteer - Support By Linda J. Conrad Jansen, Esq. Many homeschoolers are reluctantly drawn to homeschooling because the schools failed their children. This trend is expanding to include children in special needs programs, resulting in an increasing number of questions from parents choosing to homeschool their children who are interested in continuing or obtaining special needs help from the schools. In many instances a special needs child shows tremendous gains just by being removed from the public school situation and educated at home by loving and caring parents who are able to provide the stimulation and enrichment each child needs and deserves. If services are offered the family is not required to accept them. Many families do just fine without government help, but if you need it, special needs services are available to homeschoolers. A search of the Internet reveals several sites committed to special needs legal issues. The California Department of Education, http://www.cde.ca.gov/sp/se/
Special Services DEFINITIONS OF DISABILITIES SERVICES. In Wise County, special education and members in planning school programs to meet the special needs of children, http://www.wise.k12.va.us/s_service/special_services.htm
Extractions: In Wise County, special education and related services are provided to all students and youth with disabilities, ages 2 to 21 inclusive, who need a differentiated educational program. The term "children with disabilities" means those students who meet federal guidelines that govern identification and classification of special education students. In some cases, federal guidelines are unclear and the individual states are encouraged to define the populations further. Below are the disabilities recognized and defined by the state of Virginia and served by Wise County Public Schools. Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a childs educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. A child who manifests the characteristics of autism after age three could be diagnosed as having autism if the criteria in this definition are satisfied. Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects the childs educational performance.
Extractions: Related Articles ... Archives Curriculum Article C U R R I C U L U M A R T I C L E Whether you teach in a special-education program or in a "regular" classroom, you probably encounter special kids facing special challenges. This week, Education World brings you information about on-line resources that can help you better understand and help students with special needs. Editor's note: Be sure to see Education World's LESSON PLANNING story this week. The story, Understanding Kids Who Are Different: Activities for Teaching About Disabilities , provides lessons and activities for teaching students all students about tolerance.
Extractions: Virginia's Transition Resources Interagency Collaboration Courses and Training on the WWW Best Practices from Virginia's School Divisions Virginia's Regional Training and Technical Assistance Centers Interagency Collaboration VITC Meetings Department of Rehabilitative Services Virginia DRS Policy and Procedure Manual - Transition Services Woodrow Wilson Rehabilitation Center provides comprehensive medical, assistive technology and vocational rehabilitation services to persons with disabilities to help them gain increased independence and employment. School to Work Transition Services Post-secondary Education Rehabilitation Transition Program (PERT) jointly operated by the Virginia Department of Education and the Woodrow Wilson Rehabilitation Center . [Visit the PERT web site to see video!]
Extractions: AAACN Viewpoint ABNF Journal, The AIDS Treatment News AMAA Journal ... View all titles in this topic Hot New Articles by Topic Automotive Sports Top Articles Ever by Topic Automotive Sports Learning disabilities, crime, delinquency, and special education placement Adolescence Summer, 1997 by Clyde A. Winters Youths' success or lack of success in school may affect their subsequent involvement in juvenile delinquency. Failure in school is a result of poor school attendance for many students. This is especially true for LD students. LD students will experience little success both in and out of the regular classroom unless teachers help them develop a good self-concept - which is based on comparison with others.
Extractions: AAACN Viewpoint ABNF Journal, The AIDS Treatment News AMAA Journal ... View all titles in this topic Hot New Articles by Topic Automotive Sports Top Articles Ever by Topic Automotive Sports Students with disabilities: school counselor involvement and preparation Professional School Counseling June, 2002 by Amy S. Milsom Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it. Although legislation encourages greater school counselor involvement with students with disabilities, little research has been conducted to examine the actual roles that school counselors perform for those students. Helms and Katsiyannis (1992) found that the elementary school counselors they surveyed in Virginia provided individual, group, and classroom counseling for students with disabilities. The most common counseling issues involved self-concept, social skills, behavior, study skills, and career awareness. Continue article Advertisement
Special Education Educating Students With Disabilities Special special education programs for any disability always involve more than a classroom Parents Guide to special needs Schooling Early Intervention Years. http://www.questia.com/library/education/special-education/special-education.jsp
Washington Parent Article A large selection of styles widths for fitting special needs. A private,special education day school for children preschool through 10th grade http://washingtonparent.com/html/specialneeds/akok_listings.html
Extractions: Site search Web search Index State Forms County Forms Parents ... Vision Special Education Information Links Special Education Sites All States and D.C.'s Departments of Education , quick links, though some are no longer accurate Most Used Acronyms in Special Education , short list from Dr. Sandy Enloe Acronym Finder , searchable, but not category specific Marc Sheehan's Site of many Special Education links Tennessee Yellow Pages for Kids with Disabilities , compiled by Wrightslaw's From Emotions to Advocacy site Report from the President's Commission on Excellence in Special Education , includes 9 findings and 3 major recommendations (focus on results, emphasize early intervention over reacting to deficits, and consider special education as part of general education) Special Education Resources on the Internet , also known as SERI Internet Resources for Special Children has a lot of good links, especially to the more rare disabilities Awesome Library , a searchable site on various Special Education topics General Suggestions for Specific Disabilities (not just reading help) ABCs of Special Education , with legal, ethical, and behavioral information Office of Special Education and Rehabilitative Services , OSERS, U.S. Department of Education
Extractions: Source: ERIC Clearinghouse on Disabilities and Gifted Education Reston VA. Effective Practices for Preparing Young Children with Disabilities for School. ERIC Digest #E519. Over 50 years of research on children with many types of disabilities receiving a range of specialized services in many different settings has produced evidence that early intervention can: (1) ameliorate, and in some cases, prevent developmental problems; (2) result in fewer children being retained in later grades; (3) reduce educational costs to school programs; and (4) improve the quality of parent, child, and family relationships. Much of what we know about early intervention effectiveness is drawn from this diverse historical base of information. More recently, researchers have begun asking a more rigorous and differentiated question: For whom and under what conditions is early childhood intervention most effective? This more sophisticated question focuses on the effects of various interventions for specific groups of children relative to the type of program they received. Data from well-controlled research studies indicate that young children with disabilities (e.g., Down syndrome, autism, cerebral palsy, sensory impairments), and those who evidence biological (e.g., low birth weight, premature) and environmental risk factors make significant gains on both qualitative and quantitative measures of development when provided appropriate services. The involvement of their parents in reinforcing critical skills in natural contexts is an important factor associated with the magnitude of the child's progress (Guralnick, 1989).
Preparing Children With Disabilities For School. ERIC Digest WHAT special PROBLEMS ARE FACED BY CHILDREN WITH DISABILITIES AS THEY MAKE THETRANSITION partners when they communicate needs with school personnel, http://www.ericdigests.org/1992-5/disabilities.htm
Extractions: Source: ERIC Clearinghouse on Handicapped and Gifted Children Reston VA. Preparing Children with Disabilities for School. ERIC Digest #E503. "All disadvantaged and disabled children will have access to high quality and developmentally appropriate preschool programs that help prepare children for school" (from Goal 1, National Goals for Education, 1990). HOW DOES THE FEDERAL GOVERNMENT SUPPORT READINESS FOR CHILDREN WITH DISABILITIES? WHAT SPECIAL PROBLEMS ARE FACED BY CHILDREN WITH DISABILITIES AS THEY MAKE THE TRANSITION FROM PRESCHOOL TO THE GENERAL SCHOOL SETTING? WHAT ROLE DO FAMILIES PLAY? WHAT ROLE DO TEACHERS PLAY? Sending and receiving teachers both play important roles in the transition process. Teacher attitudes, instructional priorities, and communication with parents and other members of the transition team will determine the quality of the child's transition (Hains et al., 1988). Sending and receiving teachers may have different goals and priorities, but they play complementary roles in preparing the child for the move from preschool to the general school setting. The success of the transition preparation is ultimately determined by the child's adaptation to the new environment. The receiving teacher's attitude toward and experience with children with disabilities may be factors in the success of the child's placement. Some flexibility will probably be required on the teacher's part in order to adjust expectations and adapt to the child's special needs. The sending and receiving teachers will have the continuing role of acting as liaisons between programs and with parents. Good communication and clearly defined goals will facilitate the preparation for the child's move from preschool to the general school setting.
Extractions: Caring Communities would like to thank the following organizations/agencies for their support! Most have agreed to assist us in publicizing the World of Possibilities Expos. They have offered to announce these events to their target populations by posting flyers, publishing newsletter articles, adding announcements to their website, and giving out free expo passes.
Extractions: References School systems are responsible for ensuring that children with special needs are safely transported on all forms of federally approved transportation provided by the school system, and a plan should be developed to provide the most current and proper support to children with special transportation requirements. This statement provides current guidelines for the protection of child passengers with specific health care needs, including those with a tracheostomy, those requiring use of car seats, or those transported in wheelchairs. Guidelines that apply to general school transportation should be followed, including the training of staff, provision of nurses
Www.teacherfocus.com :: Index School Psychology Resources Online Research learning disabilities, ADHD, special needs Education (SNE) project is an Internet service providing http://www.teacherfocus.com/sslinks/links.php?cat=48
Special Needs Project - America's Disability Bookstore America s disability bookstore, with books different types disabilities, such asadhd, special needs Shopping Cart special needs Customer Service http://www.specialneeds.com/books.asp?id=13241
Extractions: "The question that Congress must ask is why have so many states had to introduce resolutions or pass legislation to curb schools labeling and drugging children? Unfortunately, the answer is that until IDEA is reformed, and Congress provides a physically based scientific definition of 'disability,' the diagnosing of children with subjective disorders will continue to be a national problem." Mrs. Patricia Johnson solutions for behavioral and learning problems in the classroom. When Congress originally passed IDEA, covering Special Education, its primary purpose was to provide a Free and Appropriate Education for children with hearing, sight, speech and other physical handicaps. Over the ensuing 27 years, the funding has been largely funneled, instead, to children with "learning disorders," a term so subjective that children who fidget, butt into line or interrupt their teachers are so labeled. In most cases they are subsequently prescribed cocaine-like, mind-altering drugs. Many of these children simply have never been taught to read. Clearly, there is a critical need to provide an objective, scientifically based definition of "learning disability," and this must be the central point of reforming IDEA.
