41. Learning Disability Resources – Literacy Assistance Center new york, NY (212) 8736600. Resources for Children with special needs, Inc. new york, NY 10003 212-263-3580. SUNY School of Optometry Learning http://www.lacnyc.org/resources/adult/LD.htm

@import url("/css/default.css"); Home About Find a Program ALIES ... Jobs in Literacy What's New: Auction to benefit literacy Oct. 11 New media in adult literacy instruction Search: Literacy Assistance Center 32 Broadway, 10th fl. New York, NY 10004 Phone (212)803-3300 Fax (212)785-3685 Contact Us Learning Disability Resources LD Support Organizations in New York VESID (New York) National Organizations Diagnostic and Treatment Centers in NYC Caregiver Training and Information Programs in NYC Additional Websites LD Support Organizations in New York AHRC Careers Program 14-week janitorial training program for 19-21 year-olds who have developmental and learning disabilities. Program includes classwork and hands-on training components. $50/week stipend. Guaranteed job placement. Must have SS#. 252 West 29th Street, Suite 700 New York, NY 10001 Manhattan: 212-634-8659 Brooklyn: 718-246-1507 Bronx: 718-944-5089 Ch.A.D.D. (Children and Adults with Attention Deficit Disorder) NYC Chapter PO Box 133 New York, NY 10024-0133

42. Special Needs Support There is also our information for students with special needs. Blindness Resource Center new york Institute for special Education wide variety of http://www.hero.ac.uk/uk/inside_he/special_needs_support3765.cfm

Search this site: Sat. 24 Sep 2005 Feedback FAQ About HERO HERO homepage ... Inside HE home page Special needs support Inside HE homepage Government and higher education Quality and standards in higher education Teaching Quality Information and National Student Survey ... Special needs support Reference Glossary of terms Groups and organisations Institution facilities Resources ... Schools Special needs support Printable version Email this page Suggest a link for this page How to bookmark a page THERE IS AN increasing emphasis on the need to support students with special needs. These sites will provide more information for staff offering that support, as well as for the students themselves. You may be interested in the work of the National Disability Team on projects to enhance disability provision, and of TechDis on enhancing access for students and staff with disabilities. There is also our information for students with special needs Other resources are categorised into the following areas: Hearing impaired Visually impaired Dyslexia Audio Books ... Suppliers Hearing impaired All You Wanted to Know About Deafness - DEAF-L FAQ WWW Site wide variety of deafness-related information Deafsign.com

43. Educational CyberPlayGround: 508 Compliance,Special Needs Guidlines For Web Site USA TODAY Hot Site Pick MSNBC Hot Site Pick new york Times Site of the Day special needs and 508 compliance Guidelines for Web Sites http://www.edu-cyberpg.com/Teachers/specneeds.html

var ecp_channel="Teachers"; Teachers Area 508 Compliance 0-5 Development Benchmarks Acceptable Use Policy Accreditation ... Web Release Form HOT SITE Awards Special Needs and 508 compliance Guidelines for Web Sites Deaf, Autisim, ADD, ADHD, LD, Dyslexia, learning different, learning disabled, special education 'No Exit' Statistics by Linda Schrock Taylor http://www.lewrockwell.com/orig3/taylor4.html Response to my article regarding the lack of educational policies and procedures for 'Remediation and Release' of special education students ([3] No Exit: The 'Black Hole' of Special Education ) has been extensive. Letters from individuals interested and involved in the problem - parents, teachers, students, administrators, voters - have added yet more names and stories that tell of the depth and hopelessness of the current 'permanent placement/black hole' process that holds special needs children in a system which seldom offers a positive or acceptable exit. Special Education Links - More ASSISTIVE TECHNOLOGY FOR STUDENTS WITH IEPs AND /OR 504 PLANS are allowed to use their accommodations and modifications in testing situations.

44. Play Adaptive play for special needs children Strategies to enhance communication new york Wiley, 1986. Call Number DisabilitiesPROF WS 350.2 G1921 1986 http://uscm.med.sc.edu/CDR/play.htm

Play Resources available at the Center for Disability Resources Library To check out any of the materials listed, please contact: Steven Wilson Phone: 803-733-1501 Email: wilsons@gw.med.sc.edu Web site: http://uscm.med.sc.edu/CDR/index.htm Click on one of the following links to move to a particular part of the list: Books Audiovisual Resources Books 101 activities for kids in tight spaces: At the doctor's office, on car, train, and plane trips, home sick in bed. Carol Stock Kranowitz. New York: St. Martin's Griffin, 1995. Call Number: Disabilities-FAM HQ 783 K89o 1995 Achieving learning goals through play: Teaching young children with special needs. Anne H. Widerstrom. 2nd ed.Baltimore: P.H. Brookes Pub., 2005. Call Number: Disabilities-PROF LC 4019.3 W639a 2005 - The author presents a number of strategies for using play activities throughout the school day in order to accomplish individual learning goals. The information is applicable to early childhood education classrooms and child care centers. Includes information on writing individual goals and objectives for play, as well as sample activities. Activities for school-age child care: Playing and learning.

45. Education Update - Special Education special Education in new york City by Jill Levy Thirtyfive years ago, many children, As a principal of a private school for learning disabled children, http://www.educationupdate.com/sections/special_education/index_04.html

CURRENT ISSUE View All Articles Download PDF DIRECTORIES: Job Opportunities Tutors Workshops Events Sections: Books Careers Collected Features Colleges ... Technology Archives: ARCHIVES : SPECIAL EDUCATION : 2004 Select Month January February March April May June July August September October November December Select Year december 2004 The Stephen Gaynor School: Providing a Warm and Enriching Environment to Children with Special Needs By Liza Young Dr. Scott Gaynor, Head of the Stephen Gaynor School, recently shared his dedication, passion and vision for his school. Housed in a landmarked townhouse on the Upper West Side, Dr. Scott Gaynor, whose grandmother founded the school which bears the namesake of his uncle, helps children with learning disabilities overcome the challenges they face so that they can ultimately transition to a mainstream environment. READ ARTICLE Help Special Needs Children The Center for the Improvement of Child Caring (CICC) has launched a national campaign to help parents, professionals, agencies, caregivers and others. READ ARTICLE November 2004 By Dorothy Davis READ ARTICLE Choosing a Preschool for a Child with Special Needs By Ronald S. Lenkowsky, Ed.D

46. Disabilities: An Overview. ERIC Digest LIVING WITH A BROTHER OR SISTER WITH special needs. A BOOK FOR SIBS. Available from Teachers College Press, 1234 Amsterdam Avenue, new york, NY 10027. http://www.ericdigests.org/pre-928/overview.htm

Site Links Home Search for ERIC Digests Privacy Policy Resources for Library Instruction ... Information Literacy Blog ERIC Identifier: Publication Date: Author: Source: ERIC Clearinghouse on Handicapped and Gifted Children Reston VA. Disabilities: An Overview. ERIC Digest #420. Revised. As considered in the Education for All Handicapped Children Act (Public Law 94-142), handicapped children must meet two criteria. The child must have one or more of the disabilities listed in the next section, and he or she must require special education and related services. In other words, not all children who have a disability require special education; many are able to and should attend school without any program modification. Following are the disabilities included in the definition. HOW MANY CHILDREN IN THE U.S. REQUIRE SPECIAL EDUCATION? Estimates of the proportion of school-aged children requiring special education range from 10% to 15%. The actual number of children under age 19 served in school year 1984-1985 was 4,363,031. WHAT ARE THE EDUCATIONAL IMPLICATIONS OF DISABILITIES?

47. Effective Practices For Preparing Young Children With Disabilities For School. E Recognizing that children with special needs require efficient, effective, new york Macmillan. Templeman, TP, Fredericks, HD, Udell, T. (1989). http://www.ericdigests.org/1993/practices.htm

Site Links Home Search for ERIC Digests Privacy Policy Resources for Library Instruction ... Information Literacy Blog ERIC Identifier: Publication Date: Author: Salisbury, Christine L. - Smith, Barbara J. 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).

48. BBC - Ouch! - Columnists Ouch! the BBCi site for disabled people. Column by Francesca Martinez. special needs schools - who needs them? Stupid question, I hear you say. http://www.bbc.co.uk/ouch/columnists/francesca/0904_index.shtml

@import url('/includes/tbenh.css') ; Home TV Radio Talk ... A-Z Index SATURDAY 24th September 2005 Text only BBC Homepage Ouch! Home About ... Help Like this page? Send it to a friend! ABOUT FRANCESCA Francesca Martinez appeared in the BBC's Grange Hill for five years, but is now an award-winning stand-up comic who has performed at the Edinburgh, Melbourne and Montral festivals, and on Broadway in New York. FRANCESCA'S COLUMNS - Normal's not good enough Xmas '02 - Magic Moments - Comedy = tragedy + time - Mean Streets - I Love High Heels - Special v Normal - Every Cloud ... - Stand-up Francesca PREVIOUSLY ... Browse the back issues of all your favourite columnists. Francesca Martinez - Special v Normal Audio version (4 mins 34 secs) Special Needs schools - who needs them? Stupid question, I hear you say. OK, the answer seems obvious: pupils with Special Needs need them - duh! What isn't maybe so obvious are the reasons why I think that absolutely nobody in society should be denied a mainstream education. That's right - nobody. One of the biggest lessons we learn at school is how to get on with other people - how to integrate and feel part of society. Yes, this can be hard and painful if you happen to be 'different' in any way, but it's this kind of experience that equips you to deal with the real world. I think it's incredibly important that able-bodied and disabled children grow up side by side. Prejudice and awkwardness come from ignorance, so embracing and understanding differences from the earliest possible age is vital. Children educated in multi-racial schools are less likely to see race as an issue than children who aren't. It's a different debate, I know, but for what it's worth I feel the same is true of single-faith schools. It's human nature to feel at home with what you're used to, just as it is to feel a bit uncomfortable with what you're not.

49. Individuals With Disabilities NYS Education Department, Albany new york. Contacts for Students with special needs Degree-granting universities and colleges. http://usny.nysed.gov/disa/

Our mission is to raise the knowledge, skill, and opportunity of all the people in New York. Richard P. Mills, President of The University of the State of New York (USNY) and Commissioner of Education About SED and USNY SED Calendar Press Releases Publications ... Topics A-Z Resources for: Citizens - Individuals with Disabilities Licensed Professionals Parents School Administrators Students ... Teachers Information about: Higher Education Latest News on Grades 3-8 Testing PreK-Adult Education SED Online Services - A link to NYSED Portal applications and more. SED Home Resources for Individuals with Disabilities Resources for Individuals with Disabilities Adults with Disabilities Contacts for Students with Special Needs - Degree-granting universities and colleges. GED Testing Office - Information about eligibility requirements, GED testing schedules, transcript/diploma requests, and much more. Information about Special Education - Information on schools, programs, state policy and procedures, as well as information for parents, teachers and school administrators. Most Integrated Setting Coordinating Council (MISCC) - Governor George E. Pataki announced the establishment of the Most Integrated Setting Coordinating Council to explore and recommend ways to ensure New Yorkers with disabilities receive services in the most integrated settings appropriate to their individual needs.

50. Resources For Parents evaluation, students with special needs, college entrance and more. new york State Summer School of the Arts Information about Summer residential http://usny.nysed.gov/parents/

Our mission is to raise the knowledge, skill, and opportunity of all the people in New York. Richard P. Mills, President of The University of the State of New York (USNY) and Commissioner of Education About SED and USNY SED Calendar Press Releases Publications ... Topics A-Z Resources for: Citizens Individuals with Disabilities Licensed Professionals Parents School Administrators Students Teachers Information about: Higher Education Latest News on Grades 3-8 Testing PreK-Adult Education SED Online Services - A link to NYSED Portal applications and more. SED Home Resources for Parents Resources for Parents - Answers questions parents commonly have about the State assessments and Regents exams. This website also features a series of fact sheets in printer-friendly format that are available to help school administrators, teachers, and other education leaders address the concerns parents have about the State assessments and Regents exams. Academic Intervention Services - Additional instruction intended to assist students who are at risk of not achieving the State learning standards in English language arts, mathematics, social studies and/or science. Assessment Information - NYS Assessment - Information for all subject areas.

51. Living With A Foster Child - Foster Care - New York State Office Of Children & F Living With a Foster Child new york State Office of Children and Family Has the foster home been approved to care for a child with special needs? http://www.ocfs.state.ny.us/main/fostercare/living.asp

@import url(/main/CSS/basic.css); @import url(/main/CSS/style.css); Skip to Main Content New York State Search Programs/Services How Do I? Forms FAQs ... Foster Care May is Foster Care Month 1-800-345-KIDS Overview Requirements for Parents Living with a Foster Child Foster Care Resources ... Foster Care Home Living With a Foster Child How are children placed with a foster family? What if I decide to adopt a foster child? How are children placed with a foster family? Matching the child and the foster home: Relatives: Are relatives available who would be willing to provide a safe and suitable placement for the child? This should be the first consideration before placing a child in a foster home. Previous foster home: If the child was previously placed in foster care, is it appropriate to return to the same foster home? This question must be considered before looking for another foster home. Religious background: Has the parent expressed a religious preference in regard to placement of the child? Where practicable and in the best interests of the child, the preference regarding religion of a parent will be honored. Neighborhood and school: Can a home be found in the same school district so that the child does not have to change schools?

52. Middle School Journal new york Teachers College Press. Goodlad, J. (1983). The school as workplace. Technology for inclusion Meeting the special needs of all students. http://www.nmsa.org/services/msj/msj_jan2002.htm

Middle School Journal magazine is printed five times per year and is available by subscription or as a NMSA member benefit. Become a member Order a subscription JANUARY 2002 VOLUME 33 NUMBER 3 Restructuring for Inclusion: Changing Teaching Practices (Part II) Inclusion is about schools providing a meaningful and personal education for all students. Table of Contents FEATURES Differentiating Instruction to Teach All Learners Teachers plan for the highest level in the class and then provide the support needed by other students to achieve the objectives ... Guiding the Inquiry of Young Adolescents By Glenda W. Beamon To get young adolescents excited about content, teachers can ask intriguing questions, present captivating tasks, open compelling investigations, or assign ... Across the Curriculum Learning Through Movement The "Systems" course was designed to allow students to connect to other subjects by extending and refining what they were learning in the basic ... Learning In and For the Outdoors By Herbert W. Broda

53. Resource Directory For Children With Special Health Care Needs The Children with special Health Care needs Program (CSHCN) is a statewide public Children with disabilities, ages 321, who reside in new york State. http://www.health.state.ny.us/nysdoh/child/special_needs/resource_directory.htm

skip to main content New York State Governor Pataki map-NY ... Department of Health Information for a Healthy New York Home Contact Help A-Z Index You are Here: Home Page Children with Special Health Care Needs Resource Directory for Children with Special Health Care Needs Resource Directory for Children with Special Health Care Needs Resource Directory in PDF format - 456KB Care At Home Medicaid Waiver for Developmentally Disabled Children Program Goal To provide medical assistance to families with children living at home who have severe disabilities or medical conditions. Eligibility Must be under 18 years of age Have a developmental disability Demonstrate complex health care needs Be eligible for the level of care provided by an intermediate care facility (ICF/DD) Not be hospitalized; and Be ineligible and then be determined eligible Description The Care At Home wavier program allows Medicaid to pay for some services not provided through "regular" Medicaid, such as case management, respite and home adaptations. Availability of these services can make home care an option for children and their families. Although Medicaid funding obtained applies only to the child, it can be used to defray the costs of caring for the child at home. For Information Contact the Care At Home Coordinator at the nearest Developmental Disabilities Services Office. The number can be found in the blue pages in the telephone directory under: New York State Government Offices, Mental Retardation and Developmental Disabilities.

54. Principles And Guidelines For School-Based Health Centers In New York State Thousands of school age children in new york State have limited access to with special health care needs;; To facilitate learning and improved school http://www.health.state.ny.us/nysdoh/school/skprogram.htm

skip to main content New York State Governor Pataki map-NY ... Department of Health Information for a Healthy New York Home Contact Help A-Z Index Search Search this site: Site Contents Health Insurance Programs Employment Opportunities Forms Grants/Funding Opportunities ... Related Sites You are Here: Home Page School-Based Health Centers in New York State School-Based Health Centers Program Description School-Based Health Centers Program Description New York State Department Of Health School-Based Health Centers October, 2004 Thousands of school age children in New York State have limited access to comprehensive health services because of financial, geographical and other barriers to care. School-based health centers (SBHCs) can improve access to primary care for underserved children and youth. SBHCs bring comprehensive primary care services to the place where children and youth are during the day and address critical health problems that make it difficult for students to learn. Purpose To increase the accessibility and availability of quality primary and preventive physical and mental health care services to preschool, elementary, middle and secondary school students in high-risk areas of New York State. Background This program was established in recognition of the need to improve primary and preventive health care of children in low-income, high-risk communities. Since 1981, state, federal and private foundation funds have been used to develop and implement projects to provide these expanded school health services for pre-school and school age children through health teams composed of nurse practitioners, physician assistants, community health aides, collaborating physicians, social workers, psychologists, collaborating psychiatrists, health educators, nutritionists, dentists and dental hygienists.

55. NASP Position Statement On Inclusive Programs The system used to identify and evaluate students with special needs. new york National Center on Educational Restructuring and Inclusion, The Graduate http://www.nasponline.org/information/pospaper_ipsd.html

Position Statement on Inclusive Programs for Students With Disabilities The 1997 Individuals with Disabilities Education Act (IDEA 97) created significant educational opportunities for students with disabilities and established important safeguards that ensure the provision of a free, appropriate public education to students with special needs. NASP strongly supports the continuation and strengthening of this mandate. NASP also recognizes the need to continually evaluate the effectiveness of all aspects of our educational system and to promote reform when needed. A Call for Inclusive Schools Potential Benefits Some of the benefits of inclusive programs include: typical peers serving as models for students with disabilities; learning new academic and social skills within natural environments, facilitating generalization of skills; all students learning to value diversity; and general education classrooms that are better able to meet the needs of all students as a result of additional instructional resources, staff development for general and special educators, a more flexible curriculum, and adapted instructional delivery systems. Developing Inclusive Programs In advocating for the development of these programs, NASP takes the position that:

56. AboutOurKids.org | Understanding Special Education And The Law For example, new york State requires the presence of a parent member. nonpublic school placement for their child to meet the child s special needs and http://www.aboutourkids.org/aboutour/articles/specialed.html

Board of Directors Director's Corner Education Advisory Council Virtual Trophy Case ... Frequently Asked Questions E-Mail to a Friend Printer Friendly Receive e -newsletter Understanding Special Education and the Law In this article parents learn the ABCs of children's educational rights, including the history and current status of the laws. The authors take you through the steps for obtaining the best services for a child with special needs. By Susan Luger, M. S., C. S. W. and George Zelma Introduction Classification The Individual with Disabilities Education Act ... About the Authors Introduction All children, including those with special needs, have the right to a free appropriate public education. Over the past 20 years, through the efforts of parents, schools, students and the U. S. Department of Education, significant gains have been made in the recognition of children with special educational needs and in the provision of appropriate educational environments. Understanding the legislation and the process involved in obtaining services enables parents to insure that their children receive an appropriate education. Back to top.

57. Disabilities / ADA / Special Needs Mom wants special needs child in school January 30, 2003 (new york Times). QUOTE The Supreme Court narrowed the reach of a landmark disability rights http://www.fairness.com/resources/by-metacat?metacat_id=365

58. Psychiatric Times It follows the standard new york state 7th and 8th grade science and social extend The Child School s commitment to older children with special needs. http://www.psychiatrictimes.com/p010914.html

59. Helping Hands Spells Love Children with special needs participate in nursery education classes with Each school district in new york State has a Committee on Preschool special http://www.helpinghands.org/old/hh.html

Helping Hands Spells Love How We Help Children Founded in 1981, the Helping Hands School is a private, non-profit preschool for two-to-five-year-olds with special needs. The school is located on 60 acres of farmland in the southern Saratoga County town of Clifton Park, New York. The school aims to foster readiness skills and help developmentally disabled preschoolers prepare for public school. Services We Provide Center-Based : Children with handicapping conditions between the ages of two and five can attend a two-and-one-half-hour special education class on our campus during the school year and a six-week summer program. Itinerant Teacher Services: Children who need some form of therapy receive help from a teacher in their home, daycare center, nursery school, or at Helping Hands. Early Intervention Program : Developmentally delayed children from birth to age three receive a comprehensive program of educational and therapeutic services. Integrated Preschool Classes: These classes are located in community nursery schools. Children with special needs participate in nursery education classes with typically developing peers and receive the support they need to be successful. Comprehensive Evaluations: Children suspected of having a developmental delay or handicapping condition can come to Helping Hands for an evaluation to help parents determine the extent of the delay and the type of helped needed.

60. Developmental Disabilities And The Concept Of School Readiness Thus, when schools exclude those who are demonstrably in need of special help (eg, those with physical new york Doubleday Company. Bowman, BT (1992). http://readyweb.crc.uiuc.edu/library/1994/farran.html

Early Education and Development April 1994, Volume 5, Number 2 Developmental Disabilities and the Concept of School Readiness Dale C. Farran Human Development and Family Studies, University of North Carolina at Greensboro Jack P. Shonkoff Division of Developmental and Behavioral Pediatrics, University of Mass. Medical School Acknowledgments: This paper reflects the contributions of a series of presentations and discussions conducted at a national conference entitled "School Readiness: Scientific Perspectives, " sponsored by the Maternal and Child Health Bureau, at Columbia, Maryland on January 24-26, 1992. The authors wish to acknowledge the insights provided by the conference participants and the influence of papers presented by Dante Cicchetti, Morris Green, Judy Palfrey, and Nancy Robinson. This paper reviews the concept of school readiness as it applies to children with disabilities. It is argued that children with disabilities are of two primary types: normative and non-normative. The majority of children in special education are in the non-normative category, whose definition is based on failures in children's early encounters with the educational system. Classification of such children as "not-ready for school" is a function of bureaucratic definition, teacher variability, and the child's ethnicity and social class. The authors have taken the position that children in both disability categories should be considered appropriate for regular general education and that the readiness concept which appears to be most appropriate for children with labeled special needs is actually not appropriate for any child.

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