61. Workforce: Member Login important that human resources clarifies the disabled individual s special needs. A family member s needs may require finding a residential school. http://www.workforceonline.com/archive/feature/22/15/44/index.php

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62. Special Education Inclusion Parker Unified School District (Federal District Court, arizona, 1994) But for special needs graduates from integrated programs the employment rate was http://www.weac.org/resource/june96/speced.htm

Education Issues Series 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: Do we value all children equally? Is anyone more or less valuable? What do we mean by "inclusion?" Are there some children for whom "inclusion" is inappropriate? 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.

63. Member Page Position required direct contact with a variety of special needs children, arizona School Boards Association, 1991 to 2002, 2005 to present. http://www.azleg.state.az.us/MembersPage.asp?Member_ID=31

64. MossRehab ResourceNet - Resources For The Disabled (Physically And Mentally Chal Mobility Limited videos for people with special needs. disabled Dealer Magazine - national resource for buying and selling adaptive equipment online http://www.mossresourcenet.org/resources.htm

Quick Links ResourceNet Home Accessible Travel Fact Sheets I ... n The News "General Resources" Please note: The Resources area is a continuous work in progress. New links and categories will be added on a regular basis. If you would like to submit or recommend a site to be included you may Submit a URL Category Index ADA (non government) Art and Entertainment Assistive Technology Automotive ... Government Sites (U.S.) Magazines -Publications Medical Equipment/Supplies Research Specialized Disability Resources ... Uncategorized ADA (non government) JAN on the Web ADA Consultants Network Consulting Americans with Disabilities Act Document Center ADA Americans with Disabilities Act Myths and Facts Art and Entertainment artreach Access the Arts, etc ... A Guide for People with Disabilities Assistive Media Expanding the World of Reading Wired On Wheels (WOW!) check restaurants across the nation for accessibility Assistive Technology Devices State Assistive Technology Centers Arizona Technology Access Program (AzTAP) Arkansas - ICAN Colorado - CATP Connecticut - CTTAP ... AbilityHub adaptive equipment and alternative methods available for accessing computers. ABLEDATA Assistive Technology Information Access Unlimited Applied Science and Engineering Laboratories Assistive Technology, Inc.

65. New Battlegrounds - Vol 13 No 1 - Rethinking Schools Online As charters and voucher schools decry the burdens of special education, Recently, the arizona Board for Charter schools threatened to revoke one http://www.rethinkingschools.org/archive/13_01/speced.shtml

Search Rethinking Schools Help Home Archive Volume 13, No. 1 - Fall 1998 New Battlegrounds 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?"

66. No Distortion Left Behind CHECKED By ANDREW J. ROTHERHAM - Education Next - Wint It did fine the following year under both arizona’s accountability system and No Child of various subgroups, like minorities and specialneeds students. http://www.educationnext.org/20051/68.html

No Distortion Left Behind CHECKED by ANDREW J. ROTHERHAM Checked: Michael Winerip, “On Education,” New York Times January 8, 2003 to May 26, 2004 Let’s stipulate that the No Child Left Behind Act (NCLB), the federal education law signed by President Bush in January of 2002, is a complicated piece of legislation. The law’s official conference report runs to 1,080 pages and covers a host of issues, many not even related to the law’s central thrust. But let’s also stipulate that many, many other laws—from taxes to environmental regulation—are no less challenging to understand and interpret, which is why journalists at the nation’s best news outlets often have areas of specific expertise. So, is it asking too much to expect those in the media charged with writing about education and NCLB to make some effort to describe them accurately? And shouldn’t we expect one of the nation’s most visible and influential education journalists to get it right? I’m sympathetic to the myriad challenges that journalists face, but NCLB’s heft and the political battles around it are no excuse for someone like Michael Winerip, who writes the weekly “On Education” column for the New York Times (he is currently on a sabbatical to write a book), to distort the law into a vague semblance of reality. Take his September 24, 2003, column, for instance. Under the headline “On Front Lines, Casualties Tied to New U.S. Law,” Winerip reported that NCLB funding shortfalls were “devastating” for New York City. But he neglected to mention that the city had received more than $260 million in new dollars for poor students

67. CJSN News And Events - Newsletter Archives special Education Resources In Religious schools Helping a person with special needs find a place in the Jewish community makes aB’nai Mitzvah even more http://www.cjsn.org/news_archives_2003_summer.shtml

68. Honolulu Star-Bulletin Editorial the state over the adequacy of the school program for disabled children are Hawaii s program for educating children with special needs both the 11000 http://starbulletin.com/2001/06/04/editorial/editorials.html

CLICK TO SUPPORT OUR SPONSORS Editorials Monday, June 4, 2001 should be forever joined The issue: Should the battleship Missouri be moved from her present mooring? When USS Missouri was brought here and moored to a pier at Ford Island close to the Arizona Memorial, that was to have been a temporary berth until a permanent site could be built. Now it appears that Missouri may be kept where she is or moved only a short distance away. The preference in this corner is that Missouri remain in place or be moved to a spot within sight of the Arizona Memorial. In addition, the two memorials should be integrated into a grand national monument by the National Park Service, the Missouri Memorial Association and the United States Navy. The park service administers the Arizona Memorial; the Missouri association is a private, nonprofit group; and the Navy supports them both. A combined Arizona-Missouri memorial could be arranged with relative ease, even with bureaucratic obstacles to be overcome. It would begin with a revision of the movie shown at the Arizona visitor's center that depicts the Japanese surprise attack on Dec. 7, 1941. The narrative would move swiftly from that day through a summary of the war in the Pacific and end with the ceremony in which the Japanese surrendered aboard Missouri at anchor in Tokyo Bay on Sept. 2, 1945. Then visitors would be taken by a Navy shuttle boat, as now, across the harbor to the graceful white bridge spanning the sunken Arizona. After that, they would again board the shuttle boat to go directly to Missouri. When that tour was finished, the shuttle boat would return to the visitor's center. This journey would eliminate the present cumbersome bus ride from the visitor's center around to Ford Island.

69. Biography: Dr. Ronald Brouillette Advised on special needs education policy and development Brunei Darusaalam. Teacher of Preschool Deaf Children The arizona State School for the http://www.godisa.org/about/staff/board/bios/brouillette.html

Technologies for the Developing World Biography: Dr. Ronald Brouillette Home About Godisa Our Products FAQ ... Links Dr. Ron Brouillette / India / The Chairman of the Board of Godisa. email me CAREER OBJECTIVE To work in a capacity to influence the development of appropriate educational, audiological, social, health and vocational services for Deaf and other disabled people in the developing nations of the world OVERVIEW OF SKILLS Thirty years experience in international promotion and development of disability related services: teacher education, vocational rehabilitation, audiology, management, prevention, evaluation and Community-Based Rehabilitation Approaches (CBR). PROFESSIONAL HISTORY 2002 January to Present Advisor on Hearing Impairments: CBMI, SARO South Region. Providing technical supports to Indian partners for projects related to deaf and hard of hearing students, CBR programs, and prevention of hearing impairments. Activities include: development of sign language, teacher training, early intervention projects, affordable hearing aids and audiology delivery systems. Coimbatore, TN, India. Also Global Advisor and Member of CBMI Advisory Working Groups: Prevention of Hearing impairments and Education of the Deaf, the WHO hearing aid sub-committee and Board Member Godisa Solar Hearing Aids, Botswana. 1999 March to 2001 December Technical Director: CBMI, Pearl S. Buck International and the Viet Nam Ministry for Education and Training. Developed systemic services for Deaf and hard of hearing children in six provinces. Organized: Public awareness materials, audiology centers, assembly and distribution of hearing aids, Vietnamese Sign Language and interpreters training; Teachers' training, Inclusive education classrooms at primary and preschool levels and Community- Based programs, prevention (Noise Awareness Campaign) and WHO survey on Ear and Hearing Disorders. Regional and Global Advisor: CBMI. In the areas of Deaf Education, Audiology and Prevention of Hearing Impairments. Short-term Consultancies in Deafness/ Audiology: China, Thailand, Myanmar, India and Switzerland (WHO).

70. Motorola 2004 CEO Awards For Volunteerism - Winners And Their Accomplishments Mark Maschoff, Keystone Montessori Charter School – Chandler, AZ take into the account the special needs of disabled students and has developed several http://www.motorola.com/content/0,,5916,00.html

Search Home About Motorola Products and Services ... Customer Support 2004 CEO Awards for Volunteerism - Winners and their Accomplishments Team Volunteers Domestic International Individual Volunteers Domestic Chris Koscielski, McHenry County PADS Arlington Heights, IL International www.motorola.com Privacy Practices Contact Motorola

71. Special Education Advocate & Attorney Directory A-M - Search For A Special Needs I represent parents and disabled individuals in special education and civil special Education Advocate also understanding of Missouri Safe schools Act http://www.education-a-must.com/aalistam.html

Find an advocate or attorney in your state. Parenting Support Group for parents, advocates, and attorneys. Ask your questions about special education law, IEPs, 504s... or ask about local resources here. Directory N-Z Submit an Advocate or Attorney AK ... MT AK - Alaska AL - Alabama Trecia C. Benefield Advocate PO Box 434 Jasper, AL 35502 Phone: (205) 387-0159 Fax: (205) 387-0162 www.birminghamilc.org AR - Arkansas AZ - Arizona Julianne Cartwright Advocate 3565 N. Benton Kingman, AZ 86401 Phone: (928-753-7567 CA - California Claudia Lowe 3941 Park Dr, #20, PMB114 El Dorado Hills, CA 95762 Phone: (916) 939-3905 Fax: (916) 339-2475 pages.zdnet.com/ourorhskids States Served: all areas Online resource for help and support on issues related to IDEA, IEPs, Section 504, 504 plans, behavior plans, disabilities that impact learning, advocacy, transition, and more. Kevin Ardalan Attorney 822 N. Broadway

72. Achievegap2 The need to close the achievement gap for students with special needs on the Indiana similar functionality to all school districts in arizona (AADSI). http://www.cgcs.org/promise/specialed2/specialed2.html

Achievement Gaps Finance Bilingual Governance ... Special Education Indianapolis Public Schools Where Is the Student in the World of Standards, Curriculum, and IEPs? A district-wide change initiative to develop standards-driven goals and objectives/benchmarks for students with special needs is being implemented in the Indianapolis Public School (IPS) system during the 2002-03 school year. This student focused, process oriented initiative has resulted in assistive tools, a training module and schedule, follow-up support, and evaluation instruments that will provide IPS special education teachers with consistent means to raise academic achievement for students with special needs. This initiative will provide: Direction and measurable documentation in the areas of student and teacher accountability, student progress in the general curriculum, and improved test scores; Standards-driven goals and objectives that are useful and functional for all teachers and staff; and

73. Knowledge House: Arizona arizona HOMESCHOOL RESOURCES. special needs, Academic Assessments, Counseling (For example, to graduate from Sedona Red Rock High School, each senior http://users.safeaccess.com/olsen/azresourcespecial.html

This page is no longer maintained. Please adjust your bookmarks and visit my new improved site at www.knowledgehouse.info where you can find all of the same information and much more. MM_preloadImages('images/links1.gif'); MM_preloadImages('images/home1.gif'); Homeschooling in Arizona - return to Main Page ARIZONA HOMESCHOOL RESOURCES Special Needs, Academic Assessments, Counseling Arizona Literacy and Learning Center 77 E. Columbus Ave., Suite 214 Phoenix, AZ 85012 A non-profit organization with free services exclusively for the learning disabled; examination, diagnosis, treatment, and an extensive special needs resource library; volunteer opportunities available. AZ Standards AZSTANDARDS is an information and action group that wants to improve education by ridding schools of the misuse and abuse of standardized tests by supporting the use of meaningful, reliable and descriptive alternatives. Their aim is to get rid of test-driven education, change people's views of accountability, emphasize curriculum substance rather than test-prep in the classroom, influence state lawmakers to allow districts to create more appropriate alternatives to measuring learning and academic success, and stop the use of high-stakes tests as a requirement for graduation. An intelligent, informative site with news, articles, quotes, reading lists, research, related web links, and ideas for alternatives. (For example, to graduate from Sedona Red Rock High School, each senior must successfully complete one

74. 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

Sunday, September 18, 2005 login register Search printable ... Williston High Lies About School Choice The Invincible Thaddeus Lott Mismatching Students for Dollars The Busing Nightmare Continues Blacks Against Busing ... The Schools That Vouchers Built View Printable Format (Also enter "Subscribe" to receive free Biweekly Updates) P.O. Box 467 New York, NY 10025 Lies About School Choice By Jeanne Allen 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.

75. Education In arizona, an estimated 852612 public school children, has enjoyed a remarkable record of success in meeting the special needs of homeless students. http://kyl.senate.gov/legis_center/education.cfm

LEGISLATIVE CENTERS Legislative Research Center American Virtues Come to the Fore Arizona Initiatives Education ... Legislative Centers Education Education In Arizona, an estimated 852,612 public school children, 1,552 public schools and some 44,562 teachers will benefit from IDEA funding. Funds for Title I will amount to 50.3 percent more than in 2000. The total amount of funding available to improve education will have increased $124 million over last year alone. But long and disappointing experience has demonstrated that money alone cannot produce improved educational outcomes. The NCLBA, therefore, begins to ensure accountability by: 1) requiring that student progress is measured during the critical years during which many children fall behind (states, not the federal government, determine what tests should be used); 2) providing that there are real consequences for schools that persistently fail to make progress; and 3) giving state and local education leaders the administrative flexibility they need to make improvements. Perhaps the most important change still needed is the implementation of policies that expand the choices available to American families, while enhancing both the flexibility needed for innovation and the accountability needed to get results.

76. Asha For Education: Project Category Admin To support the Education, Rehabilitation and Training of specialneeds children cared arizona, KERALA. 31, Rotary special School for Mentally Retarded http://www.ashanet.org/projects/project-category.php?f=&u=&t=4

77. FindLaw For Legal Professionals - Case Law, Federal And State Resources, Forms, the special education needs of juveniles detained at adult jail facilities. The arizona Department of Education is responsible for implementing the http://caselaw.lp.findlaw.com/cgi-bin/getcase.pl?court=9th&navby=case&no=9615188

78. Special Needs - Exceptional Needs Workshops Outcomes included the development of the Exceptional needs Working Group (ENWG) School for the Deaf, Blind Multidisabled), Ms. Carol Olney (special http://serch.cofc.edu/special/workshops_enws3.htm

+ SERCH Home Page + Site Search + ENWS III at Goddard Space Flight Center (July 26-31, 2003) was a success! Read about the outcomes of the workshop. This document requires that you have Adobe Acrobat Reader, which can be downloaded at the Adobe Reader website + Read Outcomes ENWS III : Informal Education Exceptional Space Science Materials for Exceptional Students (ENWS) III: Informal Education Goddard Space Flight Center - Greenbelt, MD Maryland Science Center - Baltimore, MD Workshop Description This phase III workshop emphasized looking at informal education venues and discussions on how to make them more accessible to individuals with special needs. Outcomes included the development of the Exceptional Needs Working Group (ENWG) composed of educators and product developers interested in producing better NASA education materials for use in ALL learning environments, including special needs settings. This working group collaborates via listserv to share ideas, thoughts and announcements among the group.

79. Arizona Yellow Pages For Kids With Disabilities If you have a dispute with the school about your child s special education advocacy resources for the developmentally disabled population. SEEK arizona http://www.yellowpagesforkids.com/help/az.htm

Search this site Wrightslaw l No Child Left Behind l Fetaweb l Yellow Pages for Kids l Harbor House Law Press Home Subscribe To The Special Ed Advocate Newsletter Your Email: Select a State . . . State flyers Alabama Alaska American Samoa Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Guam Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Puerto Rico Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Virgin Islands Washington West Virginia Wisconsin Wyoming Northern Mariana Islands List of All States Disability Organiztions Legal and Advocacy State DOEs International PTI's From The Yellow Pages Home Select Your State Get Your State Flyer Disability Groups ... Harbor House Law Press, Inc. Arizona Y ellow Pages for Kids with Disabilities Your Yellow Pages l Build Your Team l Get Educated l Join a Parent Group l l For New Parents l Get Listed in the Yellow Pages l Help Others - Yellow Page Flyers Print this page Select a State . . .

80. Little Red School House Apple special needs Worldwide Disability Solutions Transitioning from High School to College in arizona This manual is intended to assist http://www.headinjury.com/school.htm

Home Tool kit Library News ... Free Listing Little Red School House Brain Injury Resource Center A service of Head Injury Hotline Providing Difficult to Find Information About Head Injury Since 1985 212 Pioneer Bldg. Seattle, WA 98104-2221 brain@headinjury.com http://www.headinjury.com Little Red School House If you've been helped by the information on this site help us to keep it here for you, Donate The Alex Center for Children Life after brain injury Learn About Brain Injury Getting Started Essential Skills Self Assessment ... Wellness Inventory Resources Support Groups Caregiver Resources Disability Income Self-Employment Funding ... Disability Resources Education Resources Health Resources Advocacy Skills Advocacy Overview D. Mortz Inspirational Award est. 2002 Educational rights of children with Traumatic Brain Injury, TBI. Thousands of parents each year face unexpected difficulties associated with their child's return to school following a traumatic brain injury. Even a mild brain injury such as a concussion or whiplash can cause serious learning and behavioral impairments. Headaches, sleep, concentration, memory, vision, mood and irritability are but a few of the many continuing problems caused by head injury. The combination of the many thinking and emotional disorders caused by brain injury seriously undermine the ability to learn and fit in. See TBI Checklist.

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