81. LD OnLine - Gifted And Learning Disabled Twice Exceptional Students Gifted/learning disabled students need a program that is challenging and yet alsoprovides Recognizing special talents in learning disabled students. http://www.ldonline.org/article.php?max=20&id=967&loc=24

82. Ct3education.htm The issues are special education services, parental involvement, economic issues, We need to ask questions about our schools regular curriculum. http://www.ptla.org/ptlasite/quinnehtukqut/ct3education.htm

Quinnehtukqut Legal News A Newsletter of Pine Tree Legal Assistance Quinnehtukqut Index Wabanaki Legal News PTLA Home Page Indian Legal Services ... New Haven Legal Assistance Summer 1998 Issues in Native American Education By Bonnie S. Bostrom Bonnie is the Chief of Education for the Mashantucket Pequot Tribal Nation. She is a member of the Alabama Band of Cherokee. Bonnie has her Master's Degrees in Special Education and Educational Administration. She is currently a Doctoral Candidate in Leadership and Educational Administration from the University of New Mexico. She has worked in many pueblos and reservations. Table of Contents Introduction Special Education and Due Process The Economic Factor Parental Involvement ... Higher Education Introduction There are many important issues in education facing Native Americans today. This article will cover some of those issues. The issues are: special education services, parental involvement, economic issues, staff development, and political coalitions. This article does not cover all of these issues in depth. It will, however help readers understand them. Special Education And Due Process Parents must understand their rights when it comes to Special Education referral, testing, and placement. The percentage of Native American students who are getting Special Education services is, in some places, much higher than the national average. You, as a Native American parent, should be aware that special education is not always the most helpful placement for your child.

83. CARE Classes The connecticut Department of Environmental Protection, Fisheries Division, On this day, adults don’t need a license to fish! special Purpose Classes http://dep.state.ct.us/burnatr/fishing/care/care.asp

Connecticut Aquatic Resources Education (CARE) Schedule of Classes The Connecticut Department of Environmental Protection, Fisheries Division, sponsors FREE fishing classes. Families and individuals age nine and up are encouraged to attend classes held throughout the year across Connecticut. Classes are taught by state certified volunteer instructors through the Connecticut Aquatic Resources Education (CARE) Program. The classes vary in length from half-day events to four-day courses. All locations provide access for the disabled and all fishing tackle and course materials are provided free of charge! Students will receive official diplomas upon successful completion of the course. To learn more about the CARE Program, visit the CARE webpage or call the CARE Center at (860) 663-1656. Currently scheduled courses are listed below. Standard Classes Multiple meeting classes held in the Spring and Fall. Each class finishes with a fishing trip. In School Programs Classes presented in elementary and middle schools.

84. Leaving No Child Left Behind The connecticut Association of School Superintendents also backs the attorney School districts in the state will now have to have 45 specialeducation http://www.amconmag.com/2005_08_01/article.html

Current Issue Click here for August 1, 2005 Issue The American Conservative Leaving No Child Left Behind plan balk at the cost of compliance. By W. James Antle III Washington Post August 1, 2005 Issue

85. General Information special Students Courses for Qualified High School Students Students withspecial needs are encouraged to register for Plan A of the SAT I which allows http://www.ccsu.edu/admission/Admissions web site/undergrad admissions.htm

Applications Admissions Advising First-Year Student Admissions Admissions Criteria ... Medical Exam Applications Central Connecticut State University welcomes applicants from a broad range of abilities, interests, and backgrounds. Our admissions process is designed to evaluate the academic readiness of applicants for undergraduate study. Students are admitted to either of the following: Full-time study- 12 credit hours or more Part-time study- 11 credit hours or less Applications are accepted for both the fall and spring semesters. All applicants must be graduates of accredited high schools/preparatory schools or holders of an equivalency diploma. Admissions Advising The Office of Admissions is open daily Monday through Friday from 8:00 am to 5:00pm. The office is located in the southwest corner of Davidson Hall in Room 115. All correspondence and inquiries concerning undergraduate admission to the University, full- and part-time, first-year, transfer, re-entry and international, should be addressed to the Office of Admissions, Central Connecticut State University, P.O. Box 4010, 1615 Stanley Street, New Britain, CT 06050-4010. back to top First-Year Student Admissions First-year applicants should submit the completed Application for Undergraduate Admission to their secondary school guidance counselor or principal. The guidance counselor or principal should then attach the applicant’s high school record-to-date, along with an estimate of the applicant’s rank in the graduating class, Scholastic Assessment Test I (SAT I) scores, and letters of recommendation, and submit the application packet to the Office of Admissions. Hand-carried or student copies of credentials are not accepted as official. Alien residents should submit a copy of their green card.

86. Cedar Rapids V. Garret F. (U.S. Sup. Ct.) Garret’s daily health needs while in school include urinary bladder If achild is eligible for IDEA services, a school must provide special education http://www.nsba.org/site/view.asp?TRACKID=&VID=50&ACTION=PRINT&CID=889&DID=8916

87. Journal Gazette/Times-Courier Online Technology and Teachers Helping improve the life of specialneeds students As teachers are hired for public school preschool, they must have a http://www.winchestersun.com/articles/2005/07/16/local_news/news02.txt

Saturday, July 16, 2005 Send Letter About Us Archives Published on Friday, July 15, 2005 2:15 PM EDT Technology and Teachers: Helping improve the life of special-needs students D.J. Graves, 5, center, is able to communicate and play with his older brothers using a machine called the Dynavox MT4. The Dynavox is a computer that helps people to speak by using pictures that represent words that the machine then pronounces. Talking to D.J. are, from left, his brothers Dalton, 10, and Colton, 12. (Photo by Steve Graves) By JOAN GRAVES/Special to The Sun "We've come a long way in the last few years," he said, "but we've got a much longer way to go." That is an understatement when you examine what has been accomplished in the classrooms thus far and what is needed. Wading through the pile of regulations, training, tools and compliance required to be up to par with federal regulations of the No Child Left Behind Act, put into place by President George W. Bush, is daunting at best. Until the 2004-05 school year, preschool services at the Early Childhood Development Center (ECDC) were contracted out so the school district had no control over it. Children with disabilities were sent to ECDC regardless of where they lived.

88. 21st Century Schools Project Bulletin: Vol 5, No 10 (printable Version) Spellings continues to come down hard on connecticut s rebellion against NCLB, Focusing resources and reform on schools that most need improvement is a http://www.ppionline.org/ndol/print.cfm?contentid=253331

89. |PA Higher/Adult Ed. Resources For Students With Disabilities a booklet prepared in the late 1990’s by Dottie H. Dunn, counselor at CumberlandValley High School. Information on technology for special needs http://www.pdehighered.state.pa.us/higher/cwp/view.asp?a=3&Q=87769&higherNav=|29

90. Nutrition Services For Children With Special Needs The term children with special health needs (CSHN) describes those children Schoolbased nutrition services positively affect children with special http://www.eatright.org/Public/GovernmentAffairs/92_8240.cfm

Login Shopping Cart Nutrition Fact Sheets Position Papers ... ADA Journal (Enter a ZIP) Nutrition services for children with special needs J AM Diet Assoc 1995;95;809 (The expiration date for this position has been delayed until the publication of a new position, "Nutrition services for individuals with developmental disabilities and special health needs.") PDF Version The term "children with special health needs" (CSHN) describes those children who have congenital or acquired conditions that affect physical and/or cognitive growth and development and who require more than the usual pediatric health care. The term refers to children who have developmental disabilities, chronic conditions, or health-related problems as well as those who are at risk for these conditions (1). CSHN must have the opportunity to achieve their potential in all areas of development. Appropriate nutrition services are a critical aspect of the support required for this to occur. CSHN are vulnerable to all of the factors that place other children at nutritional risk, and to a myriad of additional biological, environmental, and psychosocial variables that may further jeopardize their nutritional status and pose barriers to their development. In highlighting the population of CSHN, The American Dietetic Association (ADA) reaffirms its position that all children should have access to adequate nutrition services (2). Position Statement It is the position of The American Dietetic Association that nutrition services are an essential component of comprehensive care for children with special health needs. These nutrition services should be provided within a system of coordinated interdisciplinary services in a manner that is preventive, family centered, community based, and culturally competent.

91. Index To 2002 Connecticut Public And Special Acts Index to 2002 connecticut Public and special Acts. Previous Page TOC Next Page PRIVATE OCCUPATIONAL SCHOOL STUDENT PROTECTION ACCOUNT http://www.cslib.org/psindx02/p.htm

Index to 2002 Connecticut Public and Special Acts P PARENTING EDUCATION PA 02-132 (SUB HB 5748) An act concerning the Court Support Services Division, court operations, conciliation procedures in a dissolution of marriage and expansion of the parenting education program. PARKING TICKETS PA 02-132 (SUB HB 5748) An act concerning the Court Support Services Division, court operations... PAROLE OFFICERS PA 02-138 (SUB HB 5680) An act concerning...reporting and investigation of child abuse and neglect... PATIENT CARE SERVICES PA 02-3 (SUB SB 33) An act concerning certain taxes related to health care... PATIENT RECORDS. see MEDICAL RECORDS PATIENTS SA 02-11 (SB 532) An act concerning a pamphlet outlining the rights of hospital patients. PAYMENTS IN LIEU OF TAXES. see STATE GRANTS IN LIEU OF TAXES PENTAGON ATTACK. see SEPTEMBER 11 TERRORIST ATTACKS, 2001 PERSONAL CARE ASSISTANCE PROGRAMS FOR THE DISABLED PA 02-7 (May 9 Sp. Sess.) (HB 6004) An act concerning state expenditures. [Sec. 110] PERSONAL INCOME TAX. see STATE INCOME TAX PERSONAL NEEDS ALLOWANCE PA 02-7 (May 9 Sp. Sess.) (HB 6004) An act concerning state expenditures. [Sec. 55]

92. PPT They may include a school administrator, usually the director of special education, The school system must balance your child’s needs with budget and http://www.ctfeat.org/ppt.htm

Home About CT FEAT FEAT - Other States ABA Consultants ... Recursos en Espanol How To Approach A PPT By Richard Irwin (Parent of a Child with an Autism Spectrum Disorder) In 1975, the United States Congress passed the Education for Handicapped Children Act to ensure that each child with special needs had the right to free public education. With this Act and subsequent amendments, such as the Individuals with Disabilities Education Act (IDEA), the federal government set out guidelines for government funded educational programs for children with special needs. These guidelines state: Schools must provide free and appropriate public education to all disabled children between the ages of 3 and 21. The educational program must be in the "least restrictive environment." This implies a setting that provides the most integration with non-handicapped children. But services may be offered in separate settings if the child’s disability prevents satisfactory progress in a normal classroom setting. Each child must receive an evaluation designed to identify the child’s specific needs before receiving any services. This evaluation is at the school’s expense.

93. Center For The Study Of Autism They will be unable to understand the special needs of their sibling, ELEMENTARY SCHOOL AGE (6 12) These children start venturing out into the world http://www.autism.org/sibling/sibneeds.html

SIBLING NEEDS HELPFUL INFORMATION FOR PARENTS By Derenda Timmons Schubert, Ph.D. Pacific Northwest Children's Services Waverly Children's Home 3550 SE Woodward Avenue Portland, OR 97202 I. DEVELOPMENTAL CONSIDERATIONS WHAT DO YOU TELL..... 1. PRESCHOOLERS (BEFORE AGE 5) Children in this age group are unable to articulate their feelings about things, so they will likely show their feelings through behaviors. They will be unable to understand the special needs of their sibling, but they will notice differences and try to teach their brother or sister. Children of this age are likely to enjoy their sibling because they have not learned to be judgmental, and their feelings toward their siblings will likely be linked to "normal" sibling interactions. 2. ELEMENTARY SCHOOL AGE (6 - 12) These children start venturing out into the world and become acutely aware of the differences between people. They have the ability to understand a definition and explanation of their sibling's special need as long as it is explained to them in terms they can understand. They may worry that the disability is contagious or wonder if something is wrong with them, too. They may also experience guilt for having negative thoughts or feelings about their sibling as well as, guilt for being the child who is not disabled. Some typical responses of children this age are to become OVER helpful and well-behaved or to become non-compliant in order to obtain a parent's attention. Throughout this age span, the children will have conflicting feelings about their sibling. This happens in sibling relationships that do not include a disability, too.

94. The Phoebe Home Page Catalina Foothill School District (1993) 113 S.Ct. 2462, A student is eligiblefor special education as learning disabled if all of the following http://www.mcn.org/a/celr/SpEd.html

Special Education Archive Articles from California Education Law Report Back to CELR Home Page Index of Articles: Tourette's Specialist Not Required District Must Pay for Private School District Must Provide Transport During Summer Gifted Student Not Learning Disabled ... District Failed to Prove Learning Disability Tourette's Specialist Not Required (October 95) The Gridley Union School District is entitled to conduct a three year assessment of a high school pupil who is eligible for special education as a result of a serious emotional disturbance. The student was diagnosed with Tourette's Syndrome, and various behavior disorders including attention deficit hyperactivity (ADHD) for which he is prescribed medication. Education Code sec. 56381 provides that reassessment of students eligible for special education shall be conducted at least every three years. In this case, the last triennial assessment occurred almost three and a half years ago. A lack of evidence regarding serious behavior problems due to a change in the pupil's medications also required that a new mental health assessment (AB 3632) be performed. However, the assessment did not have to be conducted by a Tourette's specialist. No factual or legal support was presented by the parents to support this request, and County Mental Health had a board-certified child and adolescent psychiatrist experienced in working with children with ADD.

95. PDK International - Research Bulletin #13 If not, special education must be provided, and the school district must mainstream 24) Many state school finance systems will need to be revised for http://www.pdkintl.org/edres/resbul13.htm

RESEARCH BULLETIN Phi Delta Kappa Center for Evaluation, Development, and Research November 1994, No. 13 Inclusion and the Law: Recent Judicial Developments By Martha M. McCarthy Few concepts are at the same time as attractive and threatening as "inclusion." The term is generating considerable controversy among regular and special educators and policymakers. What does inclusion mean? When is inclusion appropriate? When is it required? These are simply a few of the questions eliciting diverse responses. The purpose of this bulletin is not to debate the advantages or disadvantages of inclusion, but rather to provide an overview of how courts are currently interpreting its legal status CONTEXT The Individuals with Disabilities Education Act of 1990 (IDEA), formerly the Education for All Handicapped Children Act of 1975, stipulates that children with disabilities must be provided a free appropriate public education in the least restrictive environment (LRE). This LRE mandate means that each state education agency must ensure that "to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with nondisabled children."(1) Under IDEA regulations, children can be placed in special classes or separate facilities "only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily."(2)

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