21. Hanna Foundation Children First For oregon Portland, OR Portland schools Alliance Portland, OR Shadow Project helps students with special needs (learning, http://www.hannafoundation.org/grants/2004_Fall.html

HannaShare Grants are recommended biannually by Hanna Andersson employees at the headquarters in Portland, OR, and at Hanna stores and outlets throughout the country. Most store grants outside of Portland are awarded in the Spring. These employees volunteer their time to review grant proposals, conduct site visits to organizations, and make recommendations to the HACF board. Vendor Grants CARE USA , a nonprofit international development agency. Artist Repertory Theatre: Portland, OR Community Cycling Center: Portland, OR Earth and Spirit Council: Portland, OR Families First: Denver, CO ... YWCA: Portland, OR Building Healthy Lives for Children Infant Welfare Society: Chicago, IL Josiah Hill III Clinic: Portland, OR Oregon Environmental Council: Portland, OR North Portland Nurse Practitioner Community Health Clinic: Portland, OR ... Shadow Project: Portland, OR Supporting Not-For-Profit Coalitions and Public Policy Efforts that Support Children American Public Media: Minneapolis, MN

22. Special Needs Shelters - Preparing For Emergencies - Emergency Management - Semi Turn right on S oregon Ave. School will be on the left. The special needs Registry program is for disabled citizens who are not part of a group facility http://www.seminolecountyfl.gov/dps/em/emprep_specialneeds.asp

DEPARTMENTS RESIDENT BUSINESS VISITOR ... HOME 9/24/2005 4:28:31 PM EMERGENCY MANAGEMENT PREPARING FOR EMERGENCIES Topics Animals Pet Shelters Assistance Shelters ... Wildfires Special Needs Shelters Definition of a "Person with Special Needs" An individual whose capabilities are such that assistance is required in the management of their illness, infirmity, injury or other condition. Assistance may be rendered by a family member, friend, caregiver, or a medical / nursing professional. Hearing and sight impaired are not automatically considered "persons with special needs", as they are able to perform living functions without assistance. However, on a case by case basis, they may be granted special needs status. Transportation Considerations for Special Needs (Medical and Non-medical) NON-MEDICAL These are individuals who have no medical problems, but lack transportation. They may be recorded with the Seminole County Special Needs Registry, but unless they have a medical need, they will be transported to a general population shelter, rather than a "special needs shelter". Sight and hearing impaired are not considered persons with special needs and will be assisted to a public shelter

23. Kgw.com | News For Oregon And SW Washington | Business For families of specialneeds children, financial planning is imperative for A special needs trust allows parents to put aside money for their disabled http://www.kgw.com/sharedcontent/business/yip2/042505ccdrBizYip.211bf3e23.html

Business Oregon and SW Washington Customize E-mail newsletters MySpecialsDirect KGW Web Home Local News Nation/World Weather ... E-mail it to a friend Financial planning for special-needs children 03:01 PM EDT on Monday, April 25, 2005 By PAMELA YIP / The Dallas Morning News When it comes to successful financial planning, it's a must that you nail down the details with precision. Richard Michael Pruitt / DMN Dan and Teri Pansing strive to plan ahead financially for their son, Kyle (center), who has intractable seizure disorder. But for Teri Pansing and her family, the process needs to be as sharply focused as a laser. That's because the Pansings' only child, 18-year-old Kyle, has intractable seizure disorder and is developmentally delayed. "The problem with Kyle is that because of the seizures, his level of dependence is forced to be so great because of the danger that he'll never be able to do anything on his own," says Mrs. Pansing of Highland Village, Texas. For families of special-needs children, financial planning is imperative for their child's survival and quality of life.

24. When The Stakes Are High | Standards | NW Education But walk the halls of many oregon schools, and you will find teachers the use of aids such as spellchecking software for special-needs students. http://www.nwrel.org/nwedu/2001fall/stakes.html

Volume 7 Number 1 High Standards for All In This Issue Taking a Second Look at Standards A Delicate Dance on Eggshells Birth of a Standard ... Subscribe When The Stakes Are High Testing Is The "Hottest Pancake On The Griddle" For The Standards Movement. Northwest Educators Have Joined The Heated National Debate About The Best Way To Measure Kids' And Schools' Performance. By Maya Muir In the spring of 2000, Alaska administered its first round of a graduation qualifying exam to all 10th-graders. The results were devastating. More than one-quarter of students statewide failed in reading. More than half failed in writing. Two-thirds failed in math. Reactions were strong. Teacher Susan Stitham, who chairs the Alaska State Board of Education and Early Development, complained that the testing timeline was "just plopped" on the schools. "Nobody ever said, 'When can you be ready? or when can the kids be ready?'" she told Education Week . Noting that the first wave of students taking the exam are "guinea pigs," state Deputy Commissioner Bruce Johnson said, "We don't want to duck the accountability issue, but we want to be fair" to all kids, including those with disabilities. Governor Tony Knowles summed up the situation by calling it "neither acceptable nor fair." The following January, the Alaska board of education unanimously recommended postponing further initiation of the test until 2006. The legislature voted to hold off until 2004.

25. Oregon Caves National Monument Fee Waivers for schools School groups may be taken through the cave at no Accessibility/special needs The cave tour is considered strenuous and is http://www.nps.gov/orca/home.htm

Oregon Caves National Monument Informacion en Espanol Oregon Caves National Monument is small in size, but rich in diversity. Above ground, the monument encompasses a remnant old growth coniferous forest. It harbors a fantastic array of plants, including Douglas-fir tree with the widest known girth in Oregon. Below ground is an active marble cave created by natural forces millions of years ago in one of the world's most diverse geologic realms. The park service provides cave tours for a fee. Big Tree trail cuts across the wooded slopes of Oregon Caves National Monument. The Monument is located in the heavily wooded Siskiyou Mountains of southwest Oregon. The climate of the region is strongly influenced by the ocean which contributes to relatively mild summers and winters, as well as 50 inches of rain per year. The elevation at the Visitor Center is 4,000 feet and resulting in comfortable summer temperatures and snowy winters. The primary resources of the Monument include: Three and one half miles of marble caverns, old growth forest, and a historic lodge. The caverns contain one of the largest assemblages of endemic cave dwelling insects in the United States and, recently, it has gained notoriety for the Pleistocene aged jaguar and grizzly bear fossils found in some of the deeper chambers.

26. Frequently Asked Questions About Students With Disabilities And Charter Schools Questions about Students with Disabilities and Charter schools in oregon If the school district locates children who may be in need of a special http://www.ode.state.or.us/pubs/faq/sped/charterschQA.aspx

State Directory Agencies A-Z About Oregon.gov Oregon.gov Sitemap ... Home Frequently Asked Questions about Students with Disabilities and Charter Schools in Oregon September 12, 2000 1. What special education laws and regulations apply to public charter schools in Oregon? Charter schools are public schools, and subject to the same federal laws as other public schools.  Public charter schools must follow all federal laws, including federal special education laws, and state laws and regulations that implement federal special education laws.  The Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act (ADA) all apply to public charter schools. 2. Who is responsible for special education services for public charter school students in Oregon? The resident school district (see question #3) is responsible for providing any required special education and related services to students with disabilities under the IDEA attending public charter schools.  The resident school district must follow its special education policies and procedures for eligible students attending charter schools. 3. Which school district is the resident school district for public charter school students with disabilities under the IDEA?

27. OPU - About oregon PARENTS UNITED MISSION STATEMENT. special needs students are provided Many oregon school districts routinely deny these rights and services. http://www.oregonparentsunited.org/introduction.htm

Home What's New E-mail Oregon Parents United About OPU About OPU Join OPU Our stories Contact Us Resources Effective Service Providers How-Tos Articles Links News Events What's New Statewide National "Who" we are and "What" we are about? Has your school district... Resisted proper classification, support, or related services for your autistic child? Rejected your child's medical diagnosis or made "medical" versus "educational" criteria and issue in his eligibility for special education? Refused to let you see your child's entire school record? Handed you a pre-written evaluation or IEP and requested your signature without allowing you to participate in the team process? Asked you to sign an IEP where terms and conditions agreed upon earlier in an IEP meeting are missing, altered, or misrepresented? Not initially honored your child's IEP from another school district in state?

28. Using Staff Development To Create Inclusive Schools Whether a student has a disability or not, all students needs are considered. Eugene, OR University of oregon, schools Project. http://www.nsdc.org/library/publications/jsd/jsdmalar.cfm

dqmcodebase = "/" Using Staff Development to Create Inclusive Schools by Lynn Malarz Journal of Staff Development , Summer 1996 (Vol. 17, No. 3) To create inclusive schools, all staff members will have to change the way they view the world of education, including changing paradigms of teaching and learning, teacher support, and staff development practices. "When you see the social aspects at this level, I can't imagine going back to self-contained classes." Janet Healey, Principal School districts are changing their views about educating children with disabilities. Instead of isolated classes, schools are moving toward more inclusive classes for all children. This movement toward "inclusive" classrooms has stirred much debate and polarization in special education. Some parents think that "inclusion is the best thing that has happened for my child"; others call it "an inadequate answer" to solving problems in education. Further, some educators, although sympathetic to many of the problems that disabled students face, are not embracing inclusion as the answer. To adequately address the issues surrounding the inclusive schools movement, let's consider the meaning of inclusion, features of successful inclusive schools, and the professional development that is required to create these schools.

29. Pearl Buck Center -Creating Opportunities And Provide Support To Individuals Wit Eugene, oregon Shirley Newell Secretary Parent of PBC client Community volunteer Springfield, oregon Gary Bradford Families with special needs Program http://www.pearlbuckcenter.com/about_us.cfm

About Us Many in our community are born with developmental disabilities such as mental retardation, epilepsy, cerebral palsy, and autism; others are born to parents with these conditions. Each of these individuals has the ability to function in, be a part of, and contribute to society. Pearl Buck Center recognizes and nurtures the abilities of each individual, rather than focusing on their disabilities. This benefits the individuals with disabilities, their children and the larger community we share. Lisl Waechter - Founder Board of Directors Our History 1953 Pearl Buck School founded 1959 Pearl Buck School constructed 1968 Pearl Buck Production Services founded 1972 Pearl Buck Production Services building constructed 1976 Families With Special Needs Program founded 1988 Personal and Social Development Program established 1989 Community job placement became major focus 1991 Pearl Buck School closed 1992 Intelli-Pak Company purchased by Pearl Buck Center 1994 Innisfree Stationery Company purchased by Pearl Buck Center

30. Special Education, Learning Disabilities Advocacy, Legal Advice,Attorneys And La represents students with disability law needs and counsels schools and DC Metro AreaSchool Finders, special education advocacy and school http://www.iser.com/CAadvocacy.html

Internet Special Education Resources Special Education Advocacy Services Visit ISER's Special Education Products Page For Advocacy Support Videos and Handbooks Nationwide and International Services Bodin Associates based in Los Altos, CA and serving a national and international client base. Education Management Consulting assessments for school placement and evaluation and for legal proceedings involving educational issues and institutions. Chicago Attorney Linda Mastandrea represents students with disability law needs and counsels schools and businesses on compliance with the law Edufax (with Marcia Rubinstein) Educational consulting, placement, and advocacy The Learning Curve of Wisconsin connecting resources in education for students with dpecial needs. Also provides expert witness testimony LD Online interactive guide for children, parents, teachers, and others involved with learning disabilities A+ International Consulting educational consulting internationaly: teacher training, legislative issues, curriculum planning and implementation Davis Dyslexia Association International Website contains information and a forum for networking among parents and teachers, and support for using Davis methods at home.

31. NYLN>>National Youth Leadership Network Boston College Campus School, working with children with severe special needs. School/Job Student attending Western oregon University majoring in http://nyln.org/about/meetgb.html

newsroom resources youth experts photo gallery ... contact us Meet the Governing Board Michael Agyin -Public Info Committee Chair Disability: Hearing Impaired Age: 26 Location: Los Angeles, California School/Job: California State University Northridge/ Volunteer on John Kerry Campaign Awards/Recognition: National Center on Deafness Humanitarian of the year award University Student Union Chairperson Recognition award, Alpha Sigma Theta little brother of the year award. Disability Areas of Interest: ADA, IDEA, disability awareness issues at the University level, advocacy for people with disabilities in urban communities, educational and employment transition programs, cultural diversity and outreach programs. more about us history of the nyln what is the Governing Board?

32. CNN.com - Special Ed Students Skew Test Results - Dec. 2, 2003 In oregon, 202 schools reported that their special education students had failed to make We need to challenge schools that these children can achieve. http://www.cnn.com/2003/EDUCATION/12/02/special.ed.testing.ap/

International Edition MEMBER SERVICES The Web CNN.com Home Page World U.S. Weather ... Autos SERVICES Video E-mail Newsletters Your E-mail Alerts RSS ... Contact Us SEARCH Web CNN.com Special ed students skew test results Some schools deemed 'failing' as result Special education teacher Michelle Harper, left, works on math problems with Erika Rodriguez. Story Tools RELATED No Child Left Behind YOUR E-MAIL ALERTS Follow the news that matters to you. Create your own alert to be notified on topics you're interested in. Or, visit Popular Alerts for suggestions. Manage alerts What is this? EAGLE POINT, Oregon (AP) The kids in Michelle Harper's special education class have their own small victories every day a temper tantrum stifled, two words rhymed. When it comes time to take the standardized tests that the federal government uses to measure public schools, many of Harper's students at White Mountain Middle School merely pick answers at random, not realizing the potentially severe consequences for their school. Across the country this year, thousands of schools were deemed "failing" because of the test performance of special ed students. The results have provoked feelings of fury, helplessness and amusement in teachers like Harper, who say that because of some of their students' disabilities, there is no realistic way to ever meet the expectations of a new federal law backed by the Bush administration that requires that 99 percent of all children be performing at or above grade level by 2014.

33. Making Gardening Easier Gardening Ideas For Children With Special Needs, EM 8502 It can be especially beneficial for children with special needs, McNeilan, RA, and Powell, J., Therapeutic Benefits of Gardening, oregon State http://eesc.orst.edu/agcomwebfile/edmat/html/EM/EM8502-E/EM8502-E.html

EM 8502-E June 1992 Making Gardening Easier Gardening Ideas for Children with Special Needs S. Foster and J. Powell If you want to print this publication, we recommend downloading the PDF version. Gardening offers many benefits to children. It can be especially beneficial for children with special needs, such as physical, mental, social, and emotional problems. Gardening is a purposeful activity involving mind and body, and it is valued by society. Benefits can include: improved fine and gross motor skills improved communication and socialization skills enhanced self-esteem and a sense of responsibility an interest in the future stimulation of sensory perception, creativity, and curiosity Here are some ways to keep gardening experiences happy and successful for children of all abilities: Garden frequently but for short time periods. Keep drinks and snacks available. Provide child-size tools. Use small hand tools, old spoons, and plastic tool sets. Bigger seeds are easier to manage for smaller or less coordinated hands. Mix small seeds with sand or peat moss and sprinkle from a spice jar for better distribution.

34. Helping Children Grow The Disabled Child, EC 1322-e How do you separate being normal from having special needs? Your school district. Congress has passed laws to help give disabled children educational http://eesc.orst.edu/agcomwebfile/edmat/html/EC/EC1322-E/EC1322-E.html

EC 1322-e Revised March 1997 Helping Children Grow The Disabled Child If you want to print this publication, we recommend downloading the PDF version. The Disabled Child At the playground, Jamie whispered to his best friend Sam, "Let's get the wagon." Sam got the wagon. "OK, Jamie, get in." Jamie grinned. "OK. Help me with the brace." Sam unlocked the brace on Jamie's leg and helped him into the wagon. Sam pulled Jamie, and both boys made engine noises. In the sandbox on the same playground, Carol shoveled sand into a pail. She used her "good" hand and hid the other in her sleeve. When Carol was very young, she lost a finger in the car door. Neither she nor her parents could adjust to the loss. Now, she never lets others see that hand. And she rarely plays with other children. How do you separate being "normal" from having special needs? It's hard. Often there is no clear dividing line between the two. Carol and Jamie, like most disabled children, are "normal" in many ways. They like wagons and sand. They cry when they fall. They feel happy when someone hugs them. They are more like other children than different from them. Like other disabled children, however, they have some physical, emotional, or mental problem that will affect the course of their lives.

35. University Of Oregon, College Of Education : youth in schools have disabilities, and experts at the University of oregon UO Professor of special Education Michael Bullis will direct the center, http://education.uoregon.edu/content/1449/

Scripts contained in this document are for both the public and internal websites. In most cases, navigation funcitons that utilize javascript (such as buttons and links) offer secodary action methods for non-script browsers. TEXT-ONLY VERSION Search for Contact News Site Map Students ... Ways to Give in the news National Post-School Outcome Center OSEP Mike Bullis Jane Falls ... Caroline Moore 3.5 million grant funds new national center Center director Mike Bullis and program coordinator Jane Falls are pictured. The center's mission is to improve success of young adults with disabilities after they leave school. EUGENE—About 10 percent of American children and youth in schools have disabilities, and experts at the University of Oregon College of Education are providing a new resource to help states track how well these students are prepared for the transition from school to adult life. The U.S. Department of Education's Office of Special Education Programs ( OSEP ), has awarded a $3.5 million grant to the university to establish the National Post-School Outcomes Center ( NPSO Research conducted at the center will identify how each of the 50 states and 10 federal jurisdictions is currently serving high school students with disabilities and provides technical assistance aimed at encouraging and implementing best practices. UO Professor of Special Education

36. NRHS SPED A compilation of special Education schools across the country, special Education/Disability Sites special needs Education Network Sponsored by http://nrhs.nrsd.net/sped.html

37. Learning Disabilities OnLine: LD In-Depth: LD And Special Learning Needs Learning Disabilities special Learning needs. Where do we go from here? Learning disabled. Head of household; not high school graduate. http://www.ldonline.org/ld_indepth/adult/ld_and_special_learning_needs.html

The leading Web site on learning disabilities for parents, teachers, and other professionals Home Page FAQs About LD IDEA 2004 Update What's New ... LD OnLine Store Where  do  we  go from  here? Nancie Payne, M.S. Special  Learning  Needs  Consultant Estimates of the percentage of U.S. school-age children with learning difficulties are as high as 30 percent. [1]  In its 1987 report to Congress, the Interagency Committee on Learning Disabilities summarized a review of available learning disabilities prevalence research and concluded that: In the absence of good prevalence data, the Committee believes that 5 percent to 10 percent is a reasonable estimate of the percentage of persons affected by learning disabilities.  It is clear the prevalence is somewhat higher among socio-economically disadvantaged populations. [2] In studies conducted by the President’s Committee on Employment for People with Disabilities it was found that 10 to 14 percent of adults in the workplace have learning disabilities. [3] A survey of 567 adults with learning disabilities conducted by the association for Children and Adults with Learning Disabilities (now Learning Disabilities Association of America) found that 210 (37 percent) were unemployed. [4]

38. LD OnLine - Headlines On Learning Disabilities A family who sued an oregon school district for allegedly failing to properly Sometimes, the parents of special needs children can feel overwhelmed and http://www.ldonline.org/article.php?max=20&skip=&special_grouping=&id=0&loc=92&s

39. ACLU Of Oregon: On Civil Liberties Some schools have special classes for pregnant girls, but they cannot make with disabilities so that they can receive the special education they need in http://www.aclu-or.org/students/studentequaled.html

Oregon your right to EQUALITY in EDUCATION Home Get Involved Email About ACLU Getting an education isn't just about books and grades ö we're also learning how to participate fully in the life of this nation. (We're tomorrow's leaders after all!) But in order to really participate, we need to know our rights ö otherwise we may lose them. The highest law in our land is the U.S. Constitution, which has some amendments, known as the Bill of Rights. The Bill of Rights guarantees that the government can never deprive people in the U.S. of certain fundamental rights including the right to freedom of religion and to free speech and the due process of law. Many federal and state laws give us additional rights, too. The Bill of Rights applies to young people as well as adults. And what I'm going to do right here is tell you about EQUAL TREATMENT DO ALL KIDS HAVE THE RIGHT TO AN EQUAL EDUCATION? Yes! All kids living in the United States have the right to a free public education. And the Constitution requires that all kids be given

40. TRIPS Inc: Special Education Professionals Guide Tours For Developmentally Disab Trips Inc offers vacation travel for adults with special needs, programs for adults with developmental disabilities in California and oregon. http://tripsinc.com/home/tr1/special_2.html

Get trip bulletins! Your Email: All Trips What's Included Trip Activities Travel Links ... Tell a Friend Hop on board for fall and winter packages! More details... "I was so impressed with the organization during the trip, and the leadership skills of the group leader was fantastic. You guys are the best!" Jamie Willis, Case Manager, Wyoming All trips at a glance Find Trip by Month Find Trips by Activities May 2005 June 2005 July 2005 August 2005 September 2005 October 2005 November 2005 December 2005 January 2006 February 2006 March 2006 April 2006 May 2006 June 2006 July 2006 August 2006 Find Trip by Activity City Trips Cruises International Tours Music Outdoor Adventure Shopping Special Trips Sports Theme Park Warm Weather Fun Why We're Special There are many reasons why travelers vacation with Trips Inc year after year. Our foundation in special education, our caring and knowledgeable team, our length of trips that offer plenty of fun and relaxation, our included airfare package costs are just a few.... We're Rooted in Special Education We're rooted in special education, rather than in the travel industry. Jim Peterson, the founder and executive director of Trips has enjoyed two decades of working with those with special needs. He has a master's degree in special education and has been the director of residential programs for adults with developmental disabilities in California and Oregon.

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