Special Needs Resource List Nutrition Management of School Age Children with special needs a Resource Manualfor School Persons with disabilities who require alternative means for http://www.nal.usda.gov/fnic/service/foodsn1.htm
Extractions: This publication is a compilation of resources for professionals involved in school food service. The resources are in a variety of information formats: articles, books and full-text materials on the World Wide Web. The resources included for this list contain reliable information and are available nationwide. Your local library or bookstore can help you locate these materials. Other items can be obtained from the source listed. Opinions expressed in the publications do not necessarily reflect the views of the U.S. Department of Agriculture. Resources that are part of the National Agricultural Library (NAL) collection have an NAL Call Number listed. Lending and copy service information can be found at http://www.nal.usda.gov/fnic/general/lending.html . URLs are included when the material is available online in full text. Materials cannot be purchased from the Library. Please contact the publisher/producer if you wish to purchase any materials on this list. The categories are: A.
Extractions: Research Shows Childhood Intervention Makes a Difference 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).
Federal Disabilities Legislation Over 5 million children with disabilities ages 321 receive special education and Through the Inclusion Project, more children with special needs, http://www.nccic.org/pubs/passages/appx2.html
Extractions: DEC Position Statement on Inclusion ... Release #7, "The Benefits of Inclusive Education: Making It Work" Federal Disabilities Legislation Individuals with Disabilities Education Act (IDEA) is a federal education program to provide federal financial assistance to State and local education agencies to guarantee special education and related services to eligible children with disabilities, aged birth through 5. Under the legislation, states have the responsibility to provide a free, appropriate public education and must develop an Individualized Education Program for each child served. Parts of this law were formerly known as the Education for all Handicapped Children Act of 1975, as PL 94-142 and as the Education of the Handicapped Act (EHA) of 1986. Part B of the Individuals with Disabilities Education Act is the state and local grant program.
IFFGD - GI Disorders giResearch.org. IFFGD for Children special needs EDUCATION Public Law105-17, the Individuals with Disabilities Education Act (IDEA) Amendments of http://www.iffgd.org/GIDisorders/KidsEducation.html
Extractions: Other Links of Interest Public Law 105-17, the Individuals with Disabilities Education Act (IDEA) Amendments of 1997, enhances the rights of children with disabilities and their parents. This article is reproduced here with permission (public domain) from the Educational Resources Information Center (ERIC) The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC) is one of 16 federally funded clearinghouses in the ERIC system, a nationwide information network sponsored by the U.S. Department of Education, Office of Educational Research and Improvement (OERI), and administered by the National Library of Education (NLE).
Special Education Inclusion school personnel must do to meet the needs of children with disabilities. But for special needs graduates from integrated programs the employment 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.
Extractions: This research program is part of the NICHD National Collaborative Network and is also funded by a grant from the National Institute of Neurological Disorders and Stroke (NINDS). Its mission is to advance the understanding of the cognitive, brain, and genetic basis of autism through research. Autism Society of Pittsburgh The Autism Society of Pittsburgh, addressing autism in the Greater Pittsburgh area, has developed a comprehensive array of services to help children and adults with autism, their families, and those who work with them. There are more than 4,000 families with autistic childer in Southwestern Pennsylvania alone.
Using Staff Development To Create Inclusive Schools schools need to rely less on standardized tests and begin using new forms Whether a student has a disability or not, all students needs are considered. http://www.nsdc.org/library/publications/jsd/jsdmalar.cfm
Extractions: dqmcodebase = "/" Journal of Staff Development , Summer 1996 (Vol. 17, No. 3) To create inclusive schools, all staff members will have to change the way they view the world of education, including changing paradigms of teaching and learning, teacher support, and staff development practices. "When you see the social aspects at this level, I can't imagine going back to self-contained classes." Janet Healey, Principal School districts are changing their views about educating children with disabilities. Instead of isolated classes, schools are moving toward more inclusive classes for all children. This movement toward "inclusive" classrooms has stirred much debate and polarization in special education. Some parents think that "inclusion is the best thing that has happened for my child"; others call it "an inadequate answer" to solving problems in education. Further, some educators, although sympathetic to many of the problems that disabled students face, are not embracing inclusion as the answer. To adequately address the issues surrounding the inclusive schools movement, let's consider the meaning of inclusion, features of successful inclusive schools, and the professional development that is required to create these schools.
JMU Special Education Program - James Madison University JMU Alumni working in the field of special Education She is currently workingat Monticello High School in Albemarle County, virginia. http://coe.jmu.edu/SpecialEducation/Alumni.htm
Extractions: Home Program Description Faculty, Staff and Advisory Board Alumni ... Professional Organizations, Standards and Related Links JMU alumni play an essential role in creating a more engaging learning community in the Special Education Program. Below, we have highlighted JMU alumni and the accomplishments they have achieved in the field of special education. Tony Tallent Tony graduated in May 1993 and taught in an 8th grade self-contained classroom for student with learning disabilities at Thomas Harrison Middle School until October 2000. Beginning in October of 2000, Tony began working as the High Incidence Disabilities Coordinator at the Training/Technical Assistance Center at JMU. (Submitted 2003) Contact Information: Tallente@jmu.edu Craig Stoll Contact Information: Hyitsme00@aol.com Elizabeth Obester Contact Information: Elizabeth.Obester@fcps.edu Gail Epps Rosemary Hogan Moriarty Rosemary is currently a resource teacher at Louise Archer Elementary School in Vienna ( Fairfax County ), Virginia . In addition to being a resource teacher, she is also co-leading LSC with her school psychologist and handling the testing program for eligibility. She really loves being a part of the committee because she constantly learns so much. She truly loves teaching and the interaction with kids. (Submitted 2004)
SPECIAL EDUCATION special Education and the Individuals with Disabilities Education Act virginia.EDU/go/specialed/. * National Institute for Urban School Improvement http://www.eduref.org/cgi-bin/res.cgi/Specific_Populations/Special_Education
Extractions: Progress monitoring is used to measure the effectiveness of instruction for an individual student, class, or school. Results are used to make needed adjustments in instructional programs. In special education, progress monitoring can be used to measure student achievement of IEP goals and objectives. This site is sponsored by the National Center on Student Progress Monitoring. Intervention Central is a collection of freely available tools and resources for differentiating clasroom instruction, as well as providing effective behavioral intervention and academic assessment, to meet the needs of all students in inclusive settings. The site was created and is maintained by Jim Wright, a school psychologist in Syracuse, NY.
Special Needs Links EDUCATIONAL ALTERNATIVES for CHILDREN with special needs. About OneHanded Typing Related Services for School-Aged Children with Disabilities special http://www.kid-power.org/links.html
Extractions: KidPower Home Page Alternative Therapies Awards BookStore CPKids Conductive Education Centers Contact Us Diagnostic Definitions Doctor/Therapist Listing Equipment Recommendations Explanation of Doctor/Therapist Specialties HBO Centers Hints From Home Infant Development/Types of CP Information Share Kids At Play Kyle's Friends Kyle's Story Members Members Meet Seizure Disorder Information Sensory Integration Dysfunction Siblings Site Credits Special Needs Abbreviations Special Needs Links State/National Resources Vaccination Information WebRings Index Young Artist's Gallery ACCESSIBLE/ADAPTIVE HOUSING Accessible Housing Designs and Modifications
IEP.Online - News with Disabilities Education Act this year, many special educators and school The principal of Ms. Feinberg s virginia school crunched the numbers to http://www.ieponline.net/news/index.cfm?news_id=1
Children's Brain Tumor Foundation | About CBTF to all public schools and to children with specified disabilities or specialneeds. Alexandria, virginia 22314 (703) 6846763 website www.npnd.org http://www.cbtf.org/school.html
Extractions: Returning to School Many children can continue to attend school while they are in treatment. Accommodations in school may be needed: Wheel chair accessibility for classrooms and toilet facilities Special bathroom privileges Playground or gym exemptions or adaptations Opportunities to rest Classroom seating arrangements for hearing, vision or attention problems
Trends & Issues, School Choice - Special Education Children with special needs and School Choice Five Stories. Parents ofchildren with disabilities cited special education services as a major factor in http://cepm.uoregon.edu/trends_issues/choice/selected_abstracts/special.html
Extractions: Clearinghouse on Educational Policy and Management "Search Help" Note that this is a web site search and will not search our databases ("Directory of Organizations", "In-Process Abstracts", the ERIC Database , "Publications"). Abstracts Discussion Links References ... Resources Special Education Determining Charter Schools' Responsibilities for Children with Disabilities: A Guide through the Legal Labyrinth. Abstract: Reviews legal issues pertaining to charter schools' responsibilities for children with disabilities. Examines Section 504, Americans with Disabilities Act, and Individuals with Disabilities Education Act. Discusses what special issues attach when charter schools seek to serve only or predominately children with disabilities. Explores implications of special-education law for charter-school authorizers. (Contains 114 references.) (Author/PKP)
North County Times - North San Diego And Southwest Riverside County News Students with disabilities travel same road to college As they start to apply,students should go to the specialneeds office at each school to make http://www.nctimes.com/articles/2005/04/24/special_reports/life_times/10_08_394_
Extractions: By: AGNES DIGGS - Staff Writer Increasing numbers of students with disabilities are joining the ranks of those planning the transition from high school to colleges, universities, career and vocational schools. Their road to college is the same as everyone else's, with one difference: how they make the trip. Laws on the books prohibit schools from discriminating against students with disabilities, but it's important that they and their families realize the rules for higher learning are a whole different ball game compared with elementary and high school. "The difference between high school and college is that they (students) need to take more responsibility," said Loretta Bohl, coordinator of Disabled Student Services at MiraCosta Community College. "We help them, but we need them to take that first step and walk through our door, make contact with us. Some parents want to do it without having the student involved, but we can't do it (that way). If the student is not engaged in the whole process, it doesn't work." Bohl said being part of the planning is an important step toward independence. "We want to teach them advocacy skills, because they're going to have to learn how to advocate for themselves anyway," she said. "So we take baby steps."
Disability Services Beacon - Fall 2004 Having a disability is not enough to be eligible for special education. But she does need access to the school building and its program. http://www.co.fairfax.va.us/dsb/HTML_Docs/Beacon_Fall_04.htm
Extractions: Information and Resources from the Fairfax Area Disability Services Board Educating Children with Disabilities For most children, fall means going back to school. In Fairfax County alone, over 166,000 students are educated in 235 schools and centers. More than 23,000 of these students are students with disabilities. They receive special education services so that they can benefit from the public education provided to them and their non-disabled peers. Before the Brown v. Board of Education case in 1954, African-American children were discriminated against and segregated in inferior schools. Children with disabilities also received an inferior education, if they were educated at all. Until 1975, over a million children with disabilities were excluded from public schools throughout the United States. Over half of the students with disabilities who did attend school did not receive the services they needed to benefit from that education. The Education for All Handicapped Children Act of 1975, sought to open school house doors to children with disabilities and to provide them with the special education and services they needed to succeed in school. In 1990, this law was replaced by the Individuals with Disabilities Education Act, or IDEA as it's known. It was last amended in 1997 and is currently being amended by Congress. IDEA applies to all children from birth to age 22 but does not cover higher education. The law has four parts, A through D. Most people are familiar with Part B, which provides for the education of children in preschool until graduation from high school. Part C of the law provides early intervention services for infants and toddlers with disabilities. In addition, each state has its own regulations that build on or amplify the federal law.
Redirect To New Web Page of differences between parents and school staff members to an appointed committee disabilities and who, because of these disabilities, need special http://www.fcps.k12.va.us/DSSSE/SpecialEd/Definitions.htm
LD OnLine - Disabled By Paperwork? The leading Web site on learning disabilities In addition, she said, schoolsneed improved technology, and training for teachers in the use of that http://www.ldonline.org/article.php?max=20&id=65&loc=91
Wrightslaw Special Education Law & Advocacy Links to hundreds of special education law and advocacy articles, newsletters,cases, Need Help? Visit the Yellow Pages for Kids with Disabilities http://www.wrightslaw.com/
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Extractions: ADA and Prisons These are selected cases on issue of applicability of Americans With Disabilities Act to prisons. Cases go both ways. First listed are those saying ADA does NOT apply, followed by those which say ADA DOES apply. This is not exhaustive list; it is intended to give a flavor for current caselaw. A case to watch is the 3d Cir.'s INMATES OF ALLEGHENY COUNTY in which, in September, 1996, a pro-ADA panel opinion was Cases holding ADA DOES apply to prisons ADA does not apply to prisons BRYANT v MADIGAN, 84 F.3d 246 (7th Cir. 1996). Paraplegic inmate sued prison employees under Eighth Amendment and Americans with Disabilities Act (ADA) for refusing request for guardrails for bed and denying him pain medication. HELD: No claim under ADA. QUOTE Court: Under ADA, re prisoners, "Even if such persons are protected, however, which we need not decide (for Congress may not have wanted to burden the states with the potentially enormous costs of making their prisons fully accessible to disabled visitors and employees), it would not necessarily follow that prisons or jails that offer educational or vocational programs for prisoners must redesign their programs to accommodate the needs of disabled prisoners. It is very far from clear that prisoners should be considered "qualified individual[s]" within the meaning of the Act. Could Congress really have intended disabled prisoners to be mainstreamed into an already highly restricted prison society?
