School Information System Gifted Kids Have Special Needs, Too More importantly, gifted kids have special needs. If those needs aren?t met, Having needs similar to those of cognitively disabled kids. http://www.schoolinfosystem.org/archives/2005/03/gifted_kids_hav.php
Extractions: Related Articles Other Articles This Week School Issues Center Archives: ... Assessment School Issues Article S C H O O L I S S U E S A R T I C L E Can high-stakes tests cure what ails education? Today, Education World explores the issue of high-stakes testing. We examine whether the tests hurt some students, especially English-learning, low-income, and learning-disabled students. It sounds so simple: Test kids on what they should know, and hold teachers and students accountable for those scores. If students don't pass the test, then hold them back a grade or deny them their high school diploma. Are High-Stakes Tests the Answer?
Legislative News Update - MMSD special needs. The Commission recommends that the state reassess how we fund by stipulating a uniform percentage of disabled in each school district. http://www.madison.k12.wi.us/cso/legislat/nlet00-8.htm
Extractions: Departments Home Number 8, December 22, 2000 Unable to reach consensus on establishing a foundation plan a base level of $7,200 for every student members of the Kettl Commission quietly set the issue aside, leaving the school funding dilemma unresolved. One of the Commission's key goals was to improve the relationship between state and local governments, believed to be damaged by the state picking up two-thirds of the cost of K-12 education. Municipal shared revenue payments have been frozen since the inception of two-thirds funding. Commissioner Suzanne Hotter, Watertown superintendent, said, "We don't have any idea what a foundation plan would cost the taxpayers." Department of Administration Secretary George Lightbourn, who heads the governor's budget-writing agency said, "To raise spending to a foundation level will cost a lot of money not just for state government, but the local property tax levy will increase. Let's invest the money, not with a trickle-down approach, but with a rifle." Lightbourn argued that the Commission's recommendations need to focus on how students are performing. "What this Commission has done that is unique, groundbreaking and different is to move away from inputs to outputs."
Special Educational Needs Camp Nuhop summer camp for children with special needs (learning disabilities,ADD). and secondary school for learning disabled and dyslexic children http://www.tele-school.org/bookmark/sen.html
Registration - Wisconsin Department Of Transportation special interest, such as AUT for automobiles, DIS (for disabled) on vehicles To use a school bus for a charter operation, you need to register as a http://www.dot.wisconsin.gov/drivers/vehicles/plates/reglic.htm
Extractions: @import url(http://www.dot.wisconsin.gov/stylesheets/importdot.css); Home News About Us A-Z Index ... New residents Registration Replacement license plates Sample license plates Temporary license plates Temporary license plate agents ... License plates Consecutive monthly registration Farm trucks Homemade trailers How to obtain forms ... Vans License plates are evidence that registration fees have been paid and are a means of readily identifying a vehicle and tracing ownership. Wisconsin issues a variety of license plates and registration stickers, depending on the design and use of the vehicle or the owner's special interest, such as AUT for automobiles, DIS (for disabled ) on vehicles owned or used by disabled persons, COL ( collector ) on vehicles owned by vehicle collectors. Plate types issued for use on "heavy" vehicles include TRK (Truck), TOR (truck-tractors), FRM (farm trucks), SEMI (semi-trailers), BUS (not including school buses), etc. Vehicles registered under the International Registration Plan are issued apportioned plates.
General Resources About Disabilities University of wisconsin), there re the school links; OpenHere has a sectionon special The SonRise Program For Families With special needs Children http://curry.edschool.virginia.edu/sped/projects/ose/resources/general.html
Extractions: University of Virginia Curry School of Education Many of these sources apply to several aspects of disability or special education. We've assembled them here for folks who are seeking general (in the sense of 'generic') sources. The resources listed here are sometimes included elsewhere in our pages. If you're looking for something that you haven't found elsewhere, you should scan this list. Looking for information that used to be listed on this page? See the new sibling page, Assistive Technology NCITE , the National Center to Improve the Tools of Educators Case-Link , an interactive multi-media project about using cases on the web as a means of teaching about special education. Anyone who wants to know something about effective instruction should read Ed Anderson's paper called " Education that Works: The Child is Always Right ." It's one of many valuable resources one can find at the Cambridge Center for Behavioral Studies web site. George Klima's extensive site about the importance of effectiveness in educational reform , one of our favorite, no-nonesense places about education on the web Project EASI U.S.
Issues & Views: Lies About School Choice exclusive and there will be insufficient help for students with special needs . In wisconsin, Arizona, Minnesota and other states, school districts http://www.issues-views.com/index.php/sect/1003/article/1042
Extractions: New York, NY 10025 Most education special interests, like the National Education Association (NEA), do not have the interests of children first and foremost in mind. Their leaders scorn any plan to expand the choices of parents beyond the school to which their children are assigned. Despite enormous growth and power in the 1980s among anti-choice education leaders and lawmakers, those groups that continue to oppose this popular tide of school reform, are finding it more and more difficult to win. With growing support for and participation in choice programs, it is hardly surprising that the opponents of reform have accelerated their attacks on educational choice. The criticisms against choice constitute nine broad categories. Here are rebuttals to three major ones. Lie #1: Choice will leave the poor behind in the worst schools.
TownHall.com: Conservative Columnists: Michelle Malkin up to $1.2 billion more in federal funding toward special education needs . IDEA has failed to integrate the most severely disabled students into http://www.townhall.com/columnists/michellemalkin/mm20010411.shtml
Extractions: printer-friendly version April 11, 2001 Not A Good IDEA Buried in President Bush's liberal-spending, $44.5 billion education budget is a little-noticed proposal to increase funds for special education. The budget item intends to help states and school districts comply with the Individuals with Disabilities Education Act (IDEA). The law theoretically guarantees a "free and appropriate education" to disabled students. In practice, it provides neither.
Impacts / Search / Impact Reports addresses a growing need for training care providers to those with special needs wisconsin school districts rely on distancelearning technology to http://www.uwex.edu/impacts/search/index.cfm?action=list&source=area&id=4
ECS Resource Allocation Piece By Allan Odden A fourth category of school resources that can be reallocated includes increased funding for and attention to the special needs of disabled, low income, http://www.casbo.org/oddendec99.htm
Extractions: T of students achieve at or above proficiency and Californias testing shows even lower levels of student performance. Accomplishing the goal of teaching a higher percentage of students to or above proficiency requires doubling or even tripling current results. However, education dollars in California will not increase by that rate. Thus, the only way California, as well as other states, can accomplish the current goal of teaching students to high standards is to improve the productivity of the education system to use education dollars more effectively to boost results. Since education is a service and labor-intensive activity, improving productivity by the levels needed to accomplish the student achievement goals poses a bold challenge to the education system. Four recent Consortium for Policy Research in Education (CPRE) publications identify several strategies for improving education productivity: In "Rethinking the Allocation of Teaching Resources: Some Thoughts From High Performing Schools,"
Extractions: @import url(http://www.uwstout.edu/styles/basic.css); Search UW-Stout University of Wisconsin - Stout Skip navigation Help for Students Educational Resources You are here: School of Education Online Professional Development 3 semester hours graduate credit Integration of psycholinguistic theory into an interactive model of remedial interventions based on literacy acquisition research. Practical suggestions for integrating reading, writing and spelling into an effective program for struggling readers and special populations including the learning disabled. NOTE: This is one of the required courses for individuals pursuing Reading Teacher WI 316 certification. Because this class is asynchronous and open to you 24/7, you may participate from your home or work computer during hours that are best for your work and family schedule.
Extractions: Telephone: (202) 225-4525 Education Subcommittee Hears Testimony on Benefits of Parental Choice in Special Education Floridas McKay Scholarships Provide Parental Choice for Special Needs Students WASHINGTON, D.C. The Education Reform Subcommittee today heard testimony on several special education-related issues, including innovative programs that enhance parental choice in special education. This is the third in a series of hearings to lay the groundwork for reform and reauthorization of the Individuals with Disabilities Education Act, which House Republicans hope to pass through Congress this year. Several states have taken the lead in finding innovative approaches to improving special education and giving more options to parents with special needs children. Florida, for example, last year launched a program that provides education choice for parents of disabled students. The McKay Scholarships are available to parents who want to ensure that their special needs children receive a quality education. According to Education Week , Florida education officials received more than 14,000 inquiries from interested parents in the first few months of the McKay programs existence. (Lisa Fine, August 8, 2001)
Daily Pioneer The new program meets a critical need in southwest wisconsin, said Kirk. Now we can serve all special needs children without labels. http://www.uwplatt.edu/news/2002/10/uwp-offers-new-dpi-certification-for.html
Extractions: @import url(http://www.uwplatt.edu/template_data/style1/news/layout.css); This site will look much better in a browser that supports web standards , but it is accessible to any browser or Internet device. PLATTEVILLE-Special education teachers can now enroll at the University of Wisconsin-Platteville for certification in cross-cultural special education. About 50 teachers are enrolled this semester, according to Rea Kirk, UWP associate professor of education. The new program meets a critical need in southwest Wisconsin, said Kirk. "It means teachers who qualify for the cross-cultural certification can now teach all areas of disability, not just one."
NMFN: LC, AL, APL, Planning For Disabled Children That planning will need to consider personal, financial, federal estate tax planning, special needs trust for the benefit of the disabled child. http://www.nmfn.com/tn/learnctr--articles--page_ap_pl_child
Extractions: Article Library Family Living Especially for Women Advanced Planning Library ... Annuities and IRAs Planning for Disabled Children The right to an appropriate education at public expense is guaranteed to all children with disabilities, regardless of their family's income, assets and resources. However, careful planning is necessary to preserve eligibility for most of the other publicly funded disability related programs, during the child's minority and especially as the child reaches the age of majority (usually age 18). Basic Will Planning by Parents The use of a carefully drafted will is essential in preparing an estate plan for families in which there are children who have disabilities. One must attempt to maintain the child's eligibility for the basic government services, both to maximize the resources available to meet the child's needs and to ensure access to the public service delivery system. This must be done with a recognition that those basic government services are not going to be adequate to meet all the child's needs. In almost all cases, parents, grandparents, and other relatives should consider making arrangements to the effect that the family member who is disabled does not own or receive legal title to the parents' or relatives' money, real estate or other assets, whether transferred by will, inheritance or gift. This may be good advice even if the child is "legally competent" and only experiences physical or sensory disability. Nor should the disabled individual be designated as a direct beneficiary of any life insurance or retirement programs.
ECASD - Departments - C&I - Special Education - Policies And FAQ's Who is eligible Determination of the need for Extended School Year services is wisconsin Department of Public Instruction special Education Home Page http://www.ecasd.k12.wi.us/departments/special_ed/services/
Extractions: You Are Here: ECASD Home Departments Special Education Services SPED Home Process Programs Policies ... Teacher Resources Programs and Services What is Special Education? " Special education " means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability. Special education includes: Instruction conducted within the classroom, in the home, in hospitals and institutions, and in other settings Instruction in physical education Vocational education, if it consists of specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability.
Extractions: Search Rethinking Schools Help Home Archives Volume 18 No. 2 - Winter 2003 Vouchers: Special Ed Students Need Not Apply Winter 2003 photo: SKJOLD PHOTOGRAPHY By Barbara Miner Susan Endress is into her second decade of demanding, cajoling, threatening, and doing whatever it takes to ensure that Milwaukee schools honor the rights of special education students. On a recent afternoon, she shakes her head in weary frustration as she reads a summary of the special ed services provided (or, more likely, not provided) by Milwaukee voucher schools that receive public dollars yet operate as private schools. What do they mean, they can't serve children more than a year below grade level? she says of one school's description. That's terrible. Oh, here's a good one, she says as she continues reading. We cannot serve wheelchair-bound students.' And look at this one, it cannot serve students who are unable to climb stairs.' She turns to a young man in a wheelchair working in the office with her at Wisconsin FACETS, a special education advocacy and support group for families. Make sure you're bound to your wheelchair, she tells him good-naturedly. And better learn to climb stairs. Her moment of humor over, Endress turns serious again.
New Battlegrounds - Vol 13 No 1 - Rethinking Schools Online As charters and voucher schools decry the burdens of special education, The voucher school told Beacham that it did not need to provide the same level http://www.rethinkingschools.org/archive/13_01/speced.shtml
Extractions: Search Rethinking Schools Help Home Archive Volume 13, No. 1 - Fall 1998 New Battlegrounds As charters and voucher schools decry the "burdens" of special education, advocates for students with disabilities prepare to defend hard-won rights By Christine Stoneman "My child may be deaf, but she is not a burden!" cries Milwaukee parent Susan Endress. Endress made the comment after the City of Milwaukee announced that its charter schools do not bear the "burden" of providing special education services to students with disabilities. The Wisconsin Department of Public Instruction (DPI) has threatened to withhold funding for charter schools that do not provide such services, setting the stage for a showdown with the city. Several miles away in her north side apartment, Viola Beacham ponders her decision to return her son to the Milwaukee Public Schools. The private school for which she had received a state-funded voucher wasn't providing the services he needed for his speech/language and learning disabilities. Pat Patterson, meanwhile, makes unanswered calls to some of Milwaukee's private voucher schools seeking, so far in vain, for them to take her two severely disabled sons. "This is a public program," says this long-time mentor and advocate for African-American parents of students with disabilities. "Why shouldn't they have to take my children and provide the help they need?"
Wisconsin School News - Viewpoint, July 2005 The UW needs to remember the wisconsin Idea and work on the public wisconsinAssociation of School Boards, Inc. 122 West Washington Avenue, Suite 400 http://www.wasb.org/bookstore/schoolnews/July05WSN/0705viewpoint.html
Extractions: by Ken Cole Right now, Allen Odden, a University of Wisconsin professor of educational administration, is coordinating a two-year study of school funding in Wisconsin . He has assembled an advisory committee to guide his analysis. Somehow, Wisconsin as a state and school boards locally have to dig deeper than the basic revenue and spending questions. Given the long-standing tension between K-12 education and the university when it comes to the allocation of limited state resources, I think that might be the place to start. By continuing to churn out teachers and administrators who do the same things in the same ways and by allowing educational innovation to either wither on the vine or flourish in obscurity, the university has contributed to the box public schools are in: We have to keep spending more to get the same results. Wisconsin was once a leader in the nation for big ideas in public education. For example, the very notion of inclusive schools that serve all students came out of the advocacy and work of UW leaders such as Lou Brown, who envisioned fully integrated schools for students with disabilities. Thirty years later, there is notable silence from the UW about how to effectively educate disabled students in classrooms without diminishing the opportunities of other students. Special education costs, meanwhile, have climbed to more than $1 billion annually. At the same time, parents, teachers and school boards are frustrated by stifling special education laws, rules, paperwork and inefficiencies.
More Choices For Disabled Kids - Policy Review, No. 112 More Choices For disabled Kids Policy Review, No. 112. And if the special-needschild leaves the school for any reason, the supplemental funding http://www.policyreview.org/apr02/andrews_print.html
Extractions: (Original Version) More Choices For Disabled Kids By Lewis M. Andrews f the opponents of school choice could have their way, the national debate over the use of public money to subsidize private schooling would turn on the subject of special education. With research demonstrating the overall success of school voucher programs in Milwaukee and Cleveland, and with the constitutional issue of public funding of religiously affiliated schools headed for resolution in a seemingly God-tolerant Supreme Court, defenders of the educational status quo have been reduced to fanning fears that government support of greater parental choice would transform public schools into dumping grounds for difficult-to-educate students. Rethinking Schools naacp Seventeenth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act , over The argument that school choice must inevitably create special education ghettos would appear to have been strengthened by the recent adoption of market-based education reforms in New Zealand. In the late employees with a new Ministry of Education staffed by only people and putting each local school under the control of a community board of trustees. At the same time, the government abolished school zoning, allowing children to transfer freely between schools, even to private schools, at state expense.
