81. Special Needs Resource List Nutrition Management of School Age Children with special needs a Resource Manualfor School Persons with disabilities who require alternative means for http://www.nal.usda.gov/fnic/service/foodsn1.htm

Accessibility Info Food and Nutrition Information Center National Agricultural Library/USDA 10301 Baltimore Avenue, Room 105 Beltsville, MD 20705-2351 Special Needs Resource List May 2003 This publication is a compilation of resources for professionals involved in school food service. The resources are in a variety of information formats: articles, books and full-text materials on the World Wide Web. The resources included for this list contain reliable information and are available nationwide. Your local library or bookstore can help you locate these materials. Other items can be obtained from the source listed. Opinions expressed in the publications do not necessarily reflect the views of the U.S. Department of Agriculture. Resources that are part of the National Agricultural Library (NAL) collection have an NAL Call Number listed. Lending and copy service information can be found at http://www.nal.usda.gov/fnic/general/lending.html . URLs are included when the material is available online in full text. Materials cannot be purchased from the Library. Please contact the publisher/producer if you wish to purchase any materials on this list. The categories are: A.

82. JaynaGirl Website- Resource For Parents Of Children With Autism/PDD-NOS, ADHD, A Effective Practices for Preparing Young Children with Disabilities for School . Recognizing that children with special needs require efficient, http://jaynagirl.cwd-cragin.com/?Script=school

83. Effective Practices For Preparing Young Children With Disabilities For School Over 50 years of research on children with many types of disabilities receivinga range Recognizing that children with special needs require efficient, http://ericec.org/digests/darchives/e519.html

Effective Practices for Preparing Young Children with Disabilities for School This document has been retired from the active collection of the ERIC Clearinghouse on Disabilities and Gifted Education. It contains references or resources that may no longer be valid or up to date. The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC) The Council for Exceptional Children 1110 N. Glebe Rd. Arlington, VA 22201-5704 Toll Free: 1.800.328.0272 E-mail: ericec@cec.sped.org Internet: http://ericec.org ERIC EC Digest #E519 Authors: Christine L. Salisbury and Barbara J. Smith June 1993 Research Shows Childhood Intervention Makes a Difference 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).

84. 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.

85. IFFGD - GI Disorders giResearch.org. IFFGD for Children special needs EDUCATION Public Law105-17, the Individuals with Disabilities Education Act (IDEA) Amendments of http://www.iffgd.org/GIDisorders/KidsEducation.html

More: GI Disorders in Adults IFFGD for Children Glossary Home ... Contact IFFGD Call IFFGD Toll Free at Visit these IFFGD web sites: aboutConstipation.org aboutGERD.org aboutIBS.org aboutIncontinence.org ... giResearch.org IFFGD for Children SPECIAL NEEDS - EDUCATION G astrointestinal Disorders in Children A bout IFFGD for Children ... embership Individuals with Disabilities Education Act (IDEA) What Are Your Rights, as a Parent, in the Special Education Process? What Are Your Responsibilities, as a Parent, in the Special Education Process? As the Parent of a Child with a Disability, What Can You Offer the IEP or IFSP Process? What Resources Are Available to Help You? ... Other Links of Interest Public Law 105-17, the Individuals with Disabilities Education Act (IDEA) Amendments of 1997, enhances the rights of children with disabilities and their parents. This article is reproduced here with permission (public domain) from the Educational Resources Information Center (ERIC) The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC) is one of 16 federally funded clearinghouses in the ERIC system, a nationwide information network sponsored by the U.S. Department of Education, Office of Educational Research and Improvement (OERI), and administered by the National Library of Education (NLE).

86. Special Education Inclusion school personnel must do to meet the needs of children with disabilities. But for special needs graduates from integrated programs the employment http://www.weac.org/resource/june96/speced.htm

Education Issues Series Special Education Inclusion Educators' Bulletin Board Classroom resources IDEAS Resource pages on educational issues ... ONLINE SERVICES This article was updated November 5, 2001 Inclusion remains a controversial concept in education because it relates to educational and social values, as well as to our sense of individual worth. Any discussion about inclusion should address several important questions: Do we value all children equally? Is anyone more or less valuable? What do we mean by "inclusion?" Are there some children for whom "inclusion" is inappropriate? There are advocates on both sides of the issue. James Kauffman of the University of Virginia views inclusion as a policy driven by an unrealistic expectation that money will be saved. Furthermore, he argues that trying to force all students into the inclusion mold is just as coercive and discriminatory as trying to force all students into the mold of a special education class or residential institution. At the other end of the spectrum are those who believe that all students belong in the regular education classroom, and that "good" teachers are those who can meet the needs of all the students, regardless of what those needs may be.

87. Children With Disabilities, Carnegie Library Of Pittsburgh Resource Guide A Pittsburgh Public schools center for students with disabilities. special NeedsFamilies Webring Web pages on children with disabilities connected into http://www.carnegielibrary.org/subject/disabilities/children.html

Resources Research Databases Discover More... Internet Search Special sites Kids Teens Capital Improvements Support Your Library ... Library Shop Services Reference Services Business Foundation Center Library for the Blind and Physically Handicapped ... Pennsylvania Department Search this web site: home discover more health disabilities Children with Disabilities Pittsburgh Region Allegheny Valley School http://www.alleghenyvalleyschool.com/ At multiple facilities throughout Pennsylvania they provide residential, therapeutic, educational, vocational, and social programs for individuals with mental retardation from childhood through adulthood. Autism Research Program University of Pittsburgh Medical Center. This research program is part of the NICHD National Collaborative Network and is also funded by a grant from the National Institute of Neurological Disorders and Stroke (NINDS). Its mission is to advance the understanding of the cognitive, brain, and genetic basis of autism through research. Autism Society of Pittsburgh http://www.autismsocietypgh.org/ The Autism Society of Pittsburgh, addressing autism in the Greater Pittsburgh area, has developed a comprehensive array of services to help children and adults with autism, their families, and those who work with them. There are more than 4,000 families with autistic childer in Southwestern Pennsylvania alone.

88. Using Staff Development To Create Inclusive Schools schools need to rely less on standardized tests and begin using new forms Whether a student has a disability or not, all students needs are considered. 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.

89. JMU Special Education Program - James Madison University JMU Alumni working in the field of special Education She is currently workingat Monticello High School in Albemarle County, virginia. http://coe.jmu.edu/SpecialEducation/Alumni.htm

Home Program Description Faculty, Staff and Advisory Board Alumni ... Professional Organizations, Standards and Related Links JMU Alumni working in the field of Special Education JMU alumni play an essential role in creating a more engaging learning community in the Special Education Program. Below, we have highlighted JMU alumni and the accomplishments they have achieved in the field of special education. Tony Tallent Tony graduated in May 1993 and taught in an 8th grade self-contained classroom for student with learning disabilities at Thomas Harrison Middle School until October 2000. Beginning in October of 2000, Tony began working as the High Incidence Disabilities Coordinator at the Training/Technical Assistance Center at JMU. (Submitted 2003) Contact Information: Tallente@jmu.edu Craig Stoll Contact Information: Hyitsme00@aol.com Elizabeth Obester Contact Information: Elizabeth.Obester@fcps.edu Gail Epps Rosemary Hogan Moriarty Rosemary is currently a resource teacher at Louise Archer Elementary School in Vienna ( Fairfax County ), Virginia . In addition to being a resource teacher, she is also co-leading LSC with her school psychologist and handling the testing program for eligibility. She really loves being a part of the committee because she constantly learns so much. She truly loves teaching and the interaction with kids. (Submitted 2004)

90. SPECIAL EDUCATION special Education and the Individuals with Disabilities Education Act virginia.EDU/go/specialed/. * National Institute for Urban School Improvement http://www.eduref.org/cgi-bin/res.cgi/Specific_Populations/Special_Education

SPECIAL EDUCATION Inclusive Schools Special Education Law Special Education Lesson Plans Printer friendly text ... Specific Populations Special Education Archived Responses Internet Sites Online Communities Organizations Archived Responses * Where can I find statistics on the cost of special education programs in the US? http://www.eduref.org/cgi-bin/printresponses.cgi/Virtual/Qa/archives/ Specific_Populations/spedcost.html Internet Sites: * National Center on Student Progress Monitoring Progress monitoring is used to measure the effectiveness of instruction for an individual student, class, or school. Results are used to make needed adjustments in instructional programs. In special education, progress monitoring can be used to measure student achievement of IEP goals and objectives. This site is sponsored by the National Center on Student Progress Monitoring. http://www.studentprogress.org/ * Intervention Central Intervention Central is a collection of freely available tools and resources for differentiating clasroom instruction, as well as providing effective behavioral intervention and academic assessment, to meet the needs of all students in inclusive settings. The site was created and is maintained by Jim Wright, a school psychologist in Syracuse, NY. http://www.interventioncentral.org/

91. Special Needs Links EDUCATIONAL ALTERNATIVES for CHILDREN with special needs. About OneHanded Typing Related Services for School-Aged Children with Disabilities special http://www.kid-power.org/links.html

KidPower Site Index KidPower Home Page Alternative Therapies Awards BookStore CPKids Conductive Education Centers Contact Us Diagnostic Definitions Doctor/Therapist Listing Equipment Recommendations Explanation of Doctor/Therapist Specialties HBO Centers Hints From Home Infant Development/Types of CP Information Share Kids At Play Kyle's Friends Kyle's Story Members Members Meet Seizure Disorder Information Sensory Integration Dysfunction Siblings Site Credits Special Needs Abbreviations Special Needs Links State/National Resources Vaccination Information WebRings Index Young Artist's Gallery Special Needs Links ACCESSIBLE/ADAPTIVE HOUSING Accessible Housing Designs and Modifications Accessible Remodel Easy Access Housing Fair Housing Act Design Manaual ... National Accessible Apartment Clearinghouse ADAPTIVE EQUIPMENT Adaptive Mall Altimate Medical EasyStand Assistive Technology, Inc. Baby Jogger Company The Boulevard Bruno Independent Living Aids ... YouCan TooCan ADD/ADHD About.com Attention Deficit Disorder The ADHD Information Library The ADHD Owner's Manual ADHD Support ... National Institute on Mental Health ADOPTION Adoption ABCs About.com Adoption

92. IEP.Online - News with Disabilities Education Act this year, many special educators and school The principal of Ms. Feinberg s virginia school crunched the numbers to http://www.ieponline.net/news/index.cfm?news_id=1

93. Children's Brain Tumor Foundation | About CBTF to all public schools and to children with specified disabilities or specialneeds. Alexandria, virginia 22314 (703) 6846763 website www.npnd.org http://www.cbtf.org/school.html

Returning to School Legal Protection of Children's Educational Rights Resource List on Education Print this section ... Glossary Cranial radiation, brain surgery, and chemotherapy may compromise cognitive and/or sensory functions, resulting in learning difficulties. Special education services may be appropriate for children whose cancer treatment interferes with education and learning. Returning to School Many children can continue to attend school while they are in treatment. Accommodations in school may be needed: Wheel chair accessibility for classrooms and toilet facilities Special bathroom privileges Playground or gym exemptions or adaptations Opportunities to rest Classroom seating arrangements for hearing, vision or attention problems

94. Trends & Issues, School Choice - Special Education Children with special needs and School Choice Five Stories. Parents ofchildren with disabilities cited special education services as a major factor in http://cepm.uoregon.edu/trends_issues/choice/selected_abstracts/special.html

Clearinghouse on Educational Policy and Management "Search Help" Note that this is a web site search and will not search our databases ("Directory of Organizations", "In-Process Abstracts", the ERIC Database , "Publications"). Trends and Issues: School Choice Abstracts Discussion Links References ... Resources Special Education Journal Articles Determining Charter Schools' Responsibilities for Children with Disabilities: A Guide through the Legal Labyrinth. Author: Mead, Julie F. Availability: Web site: http://www.ehponline.org Journal Citation: Publication Date: ISSN: Language: English Document Type: Journal articles (080); Legal/Legislative/Regulatory materials (090) Journal Announcement: Abstract: Reviews legal issues pertaining to charter schools' responsibilities for children with disabilities. Examines Section 504, Americans with Disabilities Act, and Individuals with Disabilities Education Act. Discusses what special issues attach when charter schools seek to serve only or predominately children with disabilities. Explores implications of special-education law for charter-school authorizers. (Contains 114 references.) (Author/PKP) Descriptors: *Charter Schools; *Children; Contracts; *Disabilities; Elementary Secondary Education; Federal Legislation; School Districts; *School Law; *Special Education; *State Legislation

95. North County Times - North San Diego And Southwest Riverside County News Students with disabilities travel same road to college As they start to apply,students should go to the specialneeds office at each school to make http://www.nctimes.com/articles/2005/04/24/special_reports/life_times/10_08_394_

Editions of the North County Times Serving San Diego and Riverside Counties Contact Us Archive News Search ... Local Events Features: Life Last modified Saturday, April 23, 2005 8:28 PM PDT Javascript disabled. Cannot display HTML ad. Students with disabilities travel same road to college By: AGNES DIGGS - Staff Writer Increasing numbers of students with disabilities are joining the ranks of those planning the transition from high school to colleges, universities, career and vocational schools. Their road to college is the same as everyone else's, with one difference: how they make the trip. Laws on the books prohibit schools from discriminating against students with disabilities, but it's important that they and their families realize the rules for higher learning are a whole different ball game compared with elementary and high school. "The difference between high school and college is that they (students) need to take more responsibility," said Loretta Bohl, coordinator of Disabled Student Services at MiraCosta Community College. "We help them, but we need them to take that first step and walk through our door, make contact with us. Some parents want to do it without having the student involved, but we can't do it (that way). If the student is not engaged in the whole process, it doesn't work." Bohl said being part of the planning is an important step toward independence. "We want to teach them advocacy skills, because they're going to have to learn how to advocate for themselves anyway," she said. "So we take baby steps."

96. Disability Services Beacon - Fall 2004 Having a disability is not enough to be eligible for special education. But she does need access to the school building and its program. http://www.co.fairfax.va.us/dsb/HTML_Docs/Beacon_Fall_04.htm

Fall 2004 Disability Services Beacon Information and Resources from the Fairfax Area Disability Services Board Educating Children with Disabilities For most children, fall means going back to school. In Fairfax County alone, over 166,000 students are educated in 235 schools and centers. More than 23,000 of these students are students with disabilities. They receive special education services so that they can benefit from the public education provided to them and their non-disabled peers. Before the Brown v. Board of Education case in 1954, African-American children were discriminated against and segregated in inferior schools. Children with disabilities also received an inferior education, if they were educated at all. Until 1975, over a million children with disabilities were excluded from public schools throughout the United States. Over half of the students with disabilities who did attend school did not receive the services they needed to benefit from that education. The Education for All Handicapped Children Act of 1975, sought to open school house doors to children with disabilities and to provide them with the special education and services they needed to succeed in school. In 1990, this law was replaced by the Individuals with Disabilities Education Act, or IDEA as it's known. It was last amended in 1997 and is currently being amended by Congress. IDEA applies to all children from birth to age 22 but does not cover higher education. The law has four parts, A through D. Most people are familiar with Part B, which provides for the education of children in preschool until graduation from high school. Part C of the law provides early intervention services for infants and toddlers with disabilities. In addition, each state has its own regulations that build on or amplify the federal law.

97. Redirect To New Web Page of differences between parents and school staff members to an appointed committee disabilities and who, because of these disabilities, need special http://www.fcps.k12.va.us/DSSSE/SpecialEd/Definitions.htm

Search: FCPS Policies, Bylaws, and Regulations Accountability Facilities and Transportation Services Financial Services Human Resources Information Technology Instructional Services Special Services This web site has moved to http://www.fcps.edu/ss/SpecialEd/Definitions.htm Current web page will automatically redirect you to the new site within 5 seconds. If page does not redirect within this time period please go to http://www.fcps.edu/ss/SpecialEd/Definitions.htm Remember to bookmark new page for future reference! Updated: 08/19/05

98. LD OnLine - Disabled By Paperwork? The leading Web site on learning disabilities In addition, she said, schoolsneed improved technology, and training for teachers in the use of that http://www.ldonline.org/article.php?max=20&id=65&loc=91

99. Wrightslaw Special Education Law & Advocacy Links to hundreds of special education law and advocacy articles, newsletters,cases, Need Help? Visit the Yellow Pages for Kids with Disabilities http://www.wrightslaw.com/

Search our Site Wrightslaw l No Child Left Behind l IDEA 2004 l Fetaweb l Yellow Pages for Kids l Harbor House Law Press Home * New * Hurricane Katrina Educating Homeless Children Oct 14-15: Hartford CT Nov 5: Sarasota, FL Nov 12: Macomb/ ... About Wrightslaw Programs Subscribe to The Special Ed Advocate Your Email: Check Email for spelling select a page . . . Home Our Books What's New Sitemap Press Topics **Advocacy** Articles FAQ's Tips Newsletters **Law** Articles Caselaw Pleadings Regs **Topics** Advocacy ADD/ADHD Autism Damages Discipline Discriminations Due Process Eligilibity Evaluations FAPE High Stakes Tests IDEA IDEA 2002 IEPs LRE/Inclusion Mediation No Child Left NCLB Info NCLB Directories Research Based Inst. Private Schools Letter Writing Placement Safe Guards Related Services Retaliation School Personnel Transition **Pubs** Spec. Ed. Law FETA Newsletter Flyers **Services** Orders Our Seminars Consults Communities Headline News Updates **Resources** Free Pubs Free Newsletters Disability Groups State DOEs PTI Centers International State Yellow Pgs Best School Sites Asmnt Terms **Book Store** Best Of Disabilities Special Ed IEPs Legal Strategy Negotiate Parents Kids Updates **Other** Search Subscribe About Us Link to Us Home Wrightslaw Home Our Books What's New Sitemap ... Topics Advocacy Library Doing Your Homework Articles FAQ's Tips ... Newsletter Archives Law Library

100. Disability Law Jewish Developmental Mental Health Special Master Southbury Train Disabilities Act (ADA) and Rehabilitation Act against prison, claiming he wasdenied access Federalism principles apply with special force re prisons. http://www.ferleger.com/adapri.html

ADA and Prisons These are selected cases on issue of applicability of Americans With Disabilities Act to prisons. Cases go both ways. First listed are those saying ADA does NOT apply, followed by those which say ADA DOES apply. This is not exhaustive list; it is intended to give a flavor for current caselaw. A case to watch is the 3d Cir.'s INMATES OF ALLEGHENY COUNTY in which, in September, 1996, a pro-ADA panel opinion was withdrawn when the 3d Cir ordered the case be reheard en banc. Cases holding ADA does NOT apply to prisons Cases holding ADA DOES apply to prisons ADA does not apply to prisons BRYANT v MADIGAN, 84 F.3d 246 (7th Cir. 1996). Paraplegic inmate sued prison employees under Eighth Amendment and Americans with Disabilities Act (ADA) for refusing request for guardrails for bed and denying him pain medication. HELD: No claim under ADA. QUOTE Court: Under ADA, re prisoners, "Even if such persons are protected, however, which we need not decide (for Congress may not have wanted to burden the states with the potentially enormous costs of making their prisons fully accessible to disabled visitors and employees), it would not necessarily follow that prisons or jails that offer educational or vocational programs for prisoners must redesign their programs to accommodate the needs of disabled prisoners. It is very far from clear that prisoners should be considered "qualified individual[s]" within the meaning of the Act. Could Congress really have intended disabled prisoners to be mainstreamed into an already highly restricted prison society?

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