81. Children With Special Needs | Connect For Kids Resources are provided for parents,family members, school personnel and interested Child Find Web Site Finding and Assisting Kids with special needs http://www.connectforkids.org/taxonomy/term/336

@import "misc/drupal.css"; @import "modules/bookreview/bookreview.css"; @import "modules/sidecontent/sidecontent.css"; @import "themes/connectforkids/style.css"; Connect for Kids Home Topics Parenting ... Main Menu Surf to Find Info: Topics: Choose a Topic: Child Care Diversity Education Family Income Health History of Childhood Media Parenting Taking Action Youth at Risk Go Go Types of Content: Articles Blog: Under the CFK Umbrella Events Field Reports Organizations Talktime Live! Toolkits Weblinks Youth Experts Go Guides: Action Central Book Corner CFK Site Guide Kid Beat: Media Resources Newsletters State Pages Topics Go About CFK Keyword Search: Search In Your Inbox: Newsletters: CFK Weekly Connections Celebrating Families E-Alert Connections Re-Connecting Our Youth E-Update Go Subscribe now Topic Relations Topic: Parenting Includes these other subtopics: Adolescent Development Child Care Child Development Computers, TV and Technology ... Tough Times Children with Special Needs PTI Nebraska The mission of PTI Nebraska is to provide training, information and support to parents who have a child, ages birth through twenty six, with a disability or specialized health care needs. Resources are provided for parents,family members, school personnel and interested citizens. read more Children's Defense Fund Ohio Children's Defense Fund (CDF) was founded in 1973 by Marian Wright Edelman to provide a strong and effective voice for the children of America who cannot vote, lobby, or speak for themselves. The mission of the Children's Defense Fund is to Leave No Child Behind® and to ensure every child a Healthy Start, a Head Start, a Fair Start, a Safe Start and a Moral Start in life and successful passage to adulthood with the help of caring families and communities.

82. SARDI Program The Substance Abuse Resources Disability Issues (SARDI) mission is to conduct All 170 special education students from the six schools completed survey http://www.med.wright.edu/citar/sardi/pals.html

83. TeachersFirst - E-READY Special Education: Gifted Resources Source ERIC Clearinghouse on Disabilities and Gifted Education Reston VA. What are the socialemotional needs of gifted children? http://www.teachersfirst.com/sped/gt/372554-nurture.html

ERIC Identifier: ED372554 Publication Date: 1994-06-00 Author: Webb, James T. Source: ERIC Clearinghouse on Disabilities and Gifted Education Reston VA. What are the social-emotional needs of gifted children? Types of Problems It is helpful to conceptualize needs of gifted children in terms of those that arise because of the interaction with the environmental setting (e.g., family, school, or cultural milieu) and those that arise internally because of the very characteristics of the gifted child. Several intellectual and personality attributes characterize gifted children and should be noted at the outset. These characteristics may be strengths, but potential problems also may be associated with them (Clark, 1992; Seagoe, 1974). Some particularly common characteristics are shown in the table. These characteristics are seldom inherently problematic by themselves. More often, combinations of these characteristics lead to behavior patterns such as: Uneven Development . Motor skills, especially fine-motor, often lag behind cognitive conceptual abilities, particularly in preschool gifted children (Webb & Kleine, 1993). These children may see in their "mind's eye" what they want to do, construct, or draw; however, motor skills do not allow them to achieve the goal. Intense frustration and emotional outbursts may result.

84. Parents And The School-to-Work Transition Of Special Needs Youth. ERIC Digest. Parents and the Schoolto-Work Transition of special needs Youth. For students with disabilities, the challenge of career selection and work preparation http://www.ericdigests.org/1994/parents.htm

Site Links Home Search for ERIC Digests Privacy Policy Resources for Library Instruction ... Information Literacy Blog ERIC Identifier: Publication Date: Author: Lankard, Bettina A. Source: ERIC Clearinghouse on Adult Career and Vocational Education Columbus OH. Parents and the School-to-Work Transition of Special Needs Youth. ERIC Digest. The school-to-work transition of the nation's youth has been a major focus of vocational education efforts for the past decade. Educators help students identify their interests and abilities, engage in career education and career development activities, and develop individual education plans. Although these activities are significant, their comprehensiveness and effectiveness are limited by staff and time. "The ratio of students to counselors in public high schools is almost 300 to 1; and school guidance counselors are able to spend less than one hour of every five on career counseling" (Otto 1989, p. 161). Add to this the unique and complicated counseling needs of students with disabilities and it becomes apparent that other actors, primarily parents, must be included in the school-to-work transition of youth. Will defines transition as "an outcome-oriented process encompassing a broad array of services and experiences that lead to employment" (Friedenberg et al. 1993, p. 235). The Individuals with Disabilities Education Act (IDEA) of 1990 defines transition services as "a coordinated set of activities for a student, designed within an outcome-oriented process, which promotes movement from school to post-school activities, including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation" (ibid.). This ERIC DIGEST looks at the challenges of effecting successful transitions, particularly for students with disabilities, and parents' roles in the transition process.

85. Special Education Dropouts. ERIC Digest Despite the recent growth of literature concerning high school dropouts, R. WINGSPREAD CONFERENCE ON THE EDUCATION OF STUDENTS WITH special needs http://www.ericdigests.org/pre-928/special.htm

Site Links Home Search for ERIC Digests Privacy Policy Resources for Library Instruction ... Information Literacy Blog ERIC Identifier: Publication Date: Author: Lichtenstein, Steve - Zantal-Wiener, Kathy Source: ERIC Clearinghouse on Handicapped and Gifted Children Reston VA. Special Education Dropouts. ERIC Digest #451. POPULATION Recent state and local follow-up studies confirm this unexplainable attrition rate among students with handicaps. These studies also strongly suggest that the dropout rate among students receiving special education services significantly exceeds the dropout rate among the general school-age population. The St. Paul Public Schools conducted a retrospective examination of the records of 4,500 students in attendance between 1974 and 1977 who left school prior to graduation. They found that up to 80% of the youths who dropped out may have been eligible for special education services. Hippolitus (1980) cited the Bureau of Education for the Handicapped as documenting the dropout rate for special education students at five to six times the rate of youths without handicaps. IMPLICATIONS AND RECOMMENDATIONS The implications of these findings have special significance for educational policy and practice. More systematic procedures for identifying potential dropouts and better follow-through in providing comprehensive programs that retain students with handicaps must be addressed.

86. The National Center For Inclusion - NJCD Lets those with any disability know that they are a valued asset to the community. We work with schools and parents to prepare their children with special http://www.ou.org/ncsy/njcd/inclusion.htm

The National Center for Inclusion The National Center for Inclusion strives to include every person within the Jewish community. This is facilitated through direct services, consultation, and support offered by our: Department of Educational Services Provides a wide range of direct services to Yeshiva Day Schools, and to students with mild to severe learning challenges and their families. Department of Vocational Resources and Job Placement Lets those with any disability know that they are a valued asset to the community. We work with schools and parents to prepare their children with special needs for entering the working world following graduation. The Department also matches employee with `potential employer, guiding them through the adjustments that take place at any new job site. For more information, or if you know of an available job, click here. Summer Programs Our well-known Yad B'Yad Summer Leadership Experience, going on its third summer, is growing by leaps and bounds.This special program lets twenty-five high school students join their Yachad peers while touring Israel. The high school students acquire knowledge and skills in leadership, programming, and special education while enjoying hiking, working on kibbutz, touring and having a blast. For more information on this year's program, click here "MY" Summer Camp

87. International Journal Of Special Education Policy and legislation pertaining to special needs education in South Africa of students with moderate and severe disabilities at senior high school. http://www.internationaljournalofspecialeducation.com/articles.cfm?y=2002&v=17&n

88. Cognitive And Developmental Disabilities Resources Disability Research Unit. A research unit within the School of Sociology and Social The Web site of a company that offers over 70 special needs software http://www.jpkf.org/mrsites.html

Cognitive and Developmental Disabilities Resources (in alphabetical order by title) AAMR The Web site of the American Association on Mental Retardation. AUCD The Association of University Centers on Disabilities promotes and supports the national network of university centers on disabilities, which includes University Centers for Excellence in Developmental Disabilities Education, Research, and Service (UCEDD), Leadership Education in Neurodevelopmental and Related Disabilities (LEND) Programs and Developmental Disabilities Research Centers (DDRC). ADA and Disability Information A WWW page with links to other Web and Gopher sites dealing with the Americans with Disabilities Act and disabilities in general. ADA Information Center On-Line A Web site of information about the Americans with Disabilities Act, made available by the ADA Project. Located in Columbia, Missouri, the ADA Project is one of ten regional centers funded by the National Institute on Disability and Rehabilitation Research, a division of the U.S. Department of Education. Their purpose is to provide technical assistance and training concerning the ADA to businesses, institutions, agencies, and individuals. The project serves the four state region of Iowa, Kansas, Missouri, Nebraska. Adaptive Computing Technology Center The University of Missouri Columbia, Department of Campus Computing, Adaptive Computing Technology (ACT) Center's goal is to implement adaptive computing in a manner which enhances integration of people with disabilities into the higher education environment.

89. Testimony Of Ms. Dianne Talarico As Superintendent of the Canton City School District in Canton, ohio, While they do not need special education, they are referred there anyway. http://edworkforce.house.gov/hearings/108th/edr/idea031303/talarico.htm

Committee on Education and the Workforce Hearin g Testimony of Dianne Talarico "IDEA: Focusing on Improving Results for Children with Disabilities" Hearing before the Subcommittee on Education Reform Committee of Education and the Workforce U.S. House of Representatives March 13, 2003 Good morning Chairman Castle, ranking member Woolsey, and members of the Subcommittee on Education Reform. I am honored to have the opportunity to testify before you today. As Superintendent of the Canton City School District in Canton, Ohio, and as a former special education teacher, principal, and Associate Superintendent in the San Francisco Unified School District, I have firsthand experiences implementing the Individuals with Disabilities Education Act and am keenly aware of the outcomes it produces for students with disabilities. I am also a member of the Ohio 8 Coalition, a strategic alliance of superintendents and teacher union presidents from the 8 largest cities in Ohio. William Seigferth, President of Akron Education Association is here with me today. In my view, all children belong to all of us. Prior to becoming special education students, they were general education students first! Students in special education are simply general education students receiving specialized support.

90. Special-needs Pupils Left Alone On Bus The center provides subsidized services for preschool children with special needs. Samantha Ray, 23, of Ingram, said her son arrived home on the school bus http://www.post-gazette.com/pg/05188/534155.stm

Local News Neighborhoods City East ... Westmoreland Special-needs pupils left alone on bus Thursday, July 07, 2005 By Jonathan D. Silver, Pittsburgh Post-Gazette Allegheny County police are investigating allegations that a school bus driver left two 4-year-old special needs pupils alone in his van for more than two hours after stopping at his Kennedy home to use the bathroom. Superintendent Charles Moffatt said yesterday police were leaning toward filing some type of endangerment charges considering that the driver did not drop the youngsters off at school and had them "in his care and custody." Moffatt said detectives were trying to ascertain where Milton Kappert Sr. and the children were for several hours on the afternoon of June 30. Kappert, 65, an employee of the Montour School District, declined comment. But Kappert's lawyer said his client made an honest mistake and simply forgot about the children. He said Kappert's home was on the way to school. "I don't believe this was a criminal act," attorney Michael Santicola said. "There was no ill intent here. He forgot that he had to drop these kids off. He's kicking himself, and he feels really bad about it." On Tuesday, the school district put Kappert on leave without pay pending an internal investigation by Superintendent Joseph Findley.

91. UCP: President’s Commission On Excellence In Special Education Commission Backg in the education of students with disabilities and other special needs. His fouryear-old son, who is enrolled in a special education pre-school in http://www.ucp.org/ucp_channeldoc.cfm/1/12/74/74-74/2556

Skip Navigation Education Employment Housing ... Travel Education UCP’s Education Channel provides resources for parents, teachers, and others involved in the education of students with disabilities and other special needs. Education For Educators For Families The Individualized Education Program (IEP) Scholarships / Funding ... Discussion Group Donate: Make your donation! Learn About United Cerebral Palsy: About UCP 2005 Annual Conference Corporate Sponsors Public Policy ... UCP Newsletters Research: Program Overview Clinical Trials Grants Research Fact Sheets ... Research Status Reports Helpful Links: News Speak Out Calendar Feedback ... Web Site Accessibility September 24, 2005 UCP AffNet Entrance [password required] Go back to top Education IDEA / Related Legislation President’s Commission on Excellence in Special Education Commission Background President Bush has named a 42 member Commission on Excellence in Education which is to study and recommend changes in eligibility and funding formulae governing Special Education. This Commission is to help the Adminstration prepare for the reauthorization of the Individuals with Disabilities Act (IDEA) which must occur next year, 2002. People with disabilities and their representatives should communicate their positions to Commission members, particularly those members from their home state. For addition information, please see the October 18, 2001 issue of Washington Watch The following are members of the President’s Commission on Excellence in Special Education: Governor Terry Branstad, of Iowa, Chair

92. FindLaw: Overview Of Special Education Law - Attorney, Attorneys, Lawyer, Lawyer special education laws give children with disabilities and their parents their special education eligibility and needs; inspect and review school http://cobrands.public.findlaw.com/education/nolo/ency/2E06A1AB-AE4D-4F8E-9BC297

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93. MDA / Quest 3-3 / The ABCs Of An IEP Generally it must include a school administrator, the child s special ohio, a parent mentor working with parents of children with disabilities, said, http://www.mdausa.org/publications/Quest/q33iep.html

QUEST Current Issue Back Issues Stories by Topic ... Contents of This Issue Volume 3, Number 3, Summer 1996 THE ABC's OF AN IEP by Carol Sowell Federal laws guarantee children with neuromuscular diseases an inclusive education in the public schools. Parents need to understand their rights and how the system works, so they can get the best program for their children. Special education refers to the instruction and related services provided to students with disabilities, including those with physical disabilities. For many years, special ed was provided in a separate setting, but in the past two decades, educators have advocated mainstreaming, including disabled children with "regular" students in some activities. Today, most educators use the term inclusion, which means helping children with disabilities prepare to participate fully in society by including them in the regular classroom program. Inclusion is the philosophy behind the IDEA , the Individuals with Disabilities Education Act. This federal law governs all public school systems. The IDEA guarantees your child, from birth through age 21, a FAPE (free appropriate public education) in the LRE (least restrictive environment). In other words, the school district legally must provide an educational program suited to your child's specific needs, in a setting as inclusive as possible.

94. LASER LASER Home About Us Staff Contact Us LASER Collaborative Supervision of paraeducators serving students with special needs in inclusive PRISMS Pupils Reflections of Instruction in School Mathematics and Science http://www.coedu.usf.edu/LASER/RA_mini_profiles.html

Research Asssociates and Mini-Grant Recipients A B C D ... W Name/Affiliation/Email Project Title Research Interests Dr. Jose Alvarado Assistant Professor San Diego State University alvarado@mail.sdsu.edu Ongoing projects related to research interests. Currently working on manuscript related to research on general education teacher implementing a peer tutoring program with EL students with disabilities. Effective instructional practices for culturally and linguistically diverse students, particularly how teaching credential candidates transform research based practices learned in program into actual classroom practice. Dr. Floyd Beachum Assistant Professor University of Wisconsin fbeachum@uwm.edu Administrator and Teacher Attitudes Toward African American Student Success Factors Urban school leadership, organizational change, and moral and ethical leadership.

95. The Faculty - Hyde Park Day School She worked at a fullintegration special education elementary school, Nicole s interest in children with special needs began in college when she helped http://hpds.uchicago.edu/faculty/

The Faculty LD Specialists The learning disability specialists at HPDS are the facilitators of the learning environment. They co-teach with a team of educational specialists, regular education teachers and professional artists. Together, they create an educational environment that fosters achievement, embraces diversity and leads to students acquiring strategies for actualizing their potential. Co-Teaching We believe that co-teaching provides for a richer and more integrated educational experience for our students. At HPDS, regular education teachers, LD specialists and professional artists work together. In addition, we offer consultation to regular education teachers to ensure a smooth transition for students returning to their home school. Meet Everyone at the Hyde Park Day Schools! The Hyde P ark Day Schools' strength is directly related to the quality of their faculty. The selection process is very in depth and competitive. The result is a group of administrators, teachers and integrated service providers who are not only extremely well qualified, but who have outstanding skills, enthusiasm and the dedication needed to bring out the best in our students. Dr. Pamela Adelman

96. Inclusive Technology - ISEC 2000 - Presenters S - V 5.17D, Shukla, Sukhdev, India, Efficacy of special school and integrated 10.6, Visser, John, England, What schools need for EBD pupils to be included http://www.isec2000.org.uk/presenters/stuv.htm

Presenters S Presenters of Papers and Interactive Sessions Sadek Farouk Egypt Attitudes towards inclusive education in Egypt Sadek Rita Egypt Teacher Training for inclusion Sader Saajidha South Africa Including educators: the experience of South African educators in a changing educational milieu Sage Rosemary England Supporting communication for better access to the curriculum Salas Sonia Chile Bridging the gap between education and employment for mentally retarded children Salzberg Charles USA Enhancing the success of students with disabilities in higher education Santos Maria Portugal Inclusive schools: the power in our hands Sari Hakan England Development of special education provision in Turkey: from the inclusive perspective Sarkissian Leon Russia Medical pedagogy at Moscow Institute-Internate Satoshi Shimizu Japan Transfer between schools for the physically handicapped and mainstream schools Sazesh A Iran It is easy to include all Schoeman Marie South Africa Disability and the politics of difference. Some cautionary remarks Schwartz Louis USA Vulnerable but victorious lives Segni Yaara di England Multi-sensory reading: simultaneous audio and Braille presentation to improve reading skills Sen Reena India The changing role of special education centres in facilitating inclusive education Sepehr H Iran Inclusion and the multi-model nature of children's learning Shagufta Shahzad Pakistan Inclusive education a perspective of services Sharmila M.

97. Federal Disabilities Legislation Over 5 million children with disabilities ages 321 receive special education and Through the Inclusion Project, more children with special needs, http://www.nccic.org/pubs/passages/appx2.html

Questions? Privacy Site Index ACF Home ... Home NCCIC Menu NCCIC Publications Popular Topics Online Library State Contacts State Information For Parents For Providers For Goverment CCTAN Internet Links Search NCCIC Publications Passages to Inclusion Appendices Federal Disabilities Legislation ADD's Projects of National Significance Child Care Bureau, ACF, Inclusion Technical Assistance DEC Position Statement on Inclusion ... Release #7, "The Benefits of Inclusive Education: Making It Work" Federal Disabilities Legislation Individuals with Disabilities Education Act (IDEA) is a federal education program to provide federal financial assistance to State and local education agencies to guarantee special education and related services to eligible children with disabilities, aged birth through 5. Under the legislation, states have the responsibility to provide a free, appropriate public education and must develop an Individualized Education Program for each child served. Parts of this law were formerly known as the Education for all Handicapped Children Act of 1975, as PL 94-142 and as the Education of the Handicapped Act (EHA) of 1986. Part B of the Individuals with Disabilities Education Act is the state and local grant program.

98. EduHound.com - Search Results - Everything For Education K-12! links to other disability and special educationrelated sites, online catalog for children and adults with special education needs. http://www.eduhound.com/showlinks.cfm?subj=Special Education&skey=Special Educat

99. Cleveland.com: Everything Cleveland Caring for children and adults with special communications needs focusing on rehabilitation, School for children ages 612 with learning disabilities. http://www.cleveland.com/family/index.ssf?/family/more/resources/support.html

100. Publication Of The National Center On Secondary Education And Transition NCSET PostSchool Outcomes Network Center on Disability Studies University of Hawai’i, Manoa The Journal for Vocational special needs Education. http://www.ncset.org/publications/viewdesc.asp?id=198

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