1. Disabled Student Services is available from Disabled Student Services, 448 Schmitz, Box 355839, (206) 5438924, (TTY) 543-8925, uwdss@u.washington.edu. http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126

2. Parking Options For Persons With Disabilities of Washington and are not transferable. Students with disabilities. Students with longerterm disabilities should contact the Disabled Student http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126

3. Welcome To The Lab School Of Washington! The Lab School of Washington, 4759 Reservoir Road, NW, Washington, DC 20007 http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126

4. DOL - Disabled Placards - Frequently Asked Questions Can I have a disabled parking identification card and a Washington Driver License or Washington identification card at the same time? http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126

5. Washington Disabled Sales and product support can be reached 900am to 530pm EST Monday through Friday by email or telephone. Home Washington Disabled Parking http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126

6. Washington Disabled Citizens, HAGERSTOWN 21740 - TerraFly Detailed information for business, travel, and enjoyment of life in the vicinity of a given address at Washington Disabled Citizens, HAGERSTOWN 21740 http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126

7. The Washington Times Disabled Students Gain From The Washington Times Disabled students gain from Options.(Metropolitan Times)(Regional News)(Class Acts) @ HighBeam Research http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126

8. The Washington Times Disabled Educators.(Commentary)(Op-Ed) @ The Washington Times Disabled educators.(Commentary)(OpEd) @ HighBeam Research http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126

9. NCLB Conflicts Seen With State Rules For Disabled - The Washington Canada increases penalties for meth. NCLB conflicts seen with state rules for disabled By George Archibald THE WASHINGTON TIMES http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126

10. Kerry Watched Abu Ghraib Porn In Washington, Skipped Disabled Vote Skip to comments. Kerry Watched Abu Ghraib Porn in Washington, Skipped Disabled Vote www.crushkerry.com ^ 5/16/04 www.crushkerry.com http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126

11. Washington County Public Schools: Special Ed Identifying disabled Children. The washington County Public School System provides who, by reason thereof, needs special education and related services. http://www.wcs.k12.va.us/departments/specialed/identifying_disabled_children

Skip Navigation Check E-mail Timekeeper Statement of Core Values ... Mission Statement Washington County Public Schools Working to Provide Virginia's Best Education Home Departments Special Ed Evaluation Timeline ... Resource Books and Videos Identifying Disabled Children The Washington County Public School System provides a free and appropriate public education for all identified eligible disabled students, ages birth to 21, residing within Washington County. Disabled children are those children who manifest one or more of the following impairments and who, because of those impairments, need special education. The State of Virginia uses the following definitions: Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. Deaf blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational problems that they cannot be accommodated in special education programs solely for deaf or blind children.

12. Children With Special Needs In Washington DC Assessments Professionals in washington DC dedicated to helping special needs children to receive an How MURRELL ASSOCIATES Helps All Parents of disabled Children http://www.iser.com/ace2000-DC.html

13. Special Needs Schools Online Web sites of special needs schools alphabetically listed. Founded in 1967 by Sally L. Smith, The Lab School of washington is internationally recognized http://privateschool.about.com/od/schoolsneeds/

zJs=10 zJs=11 zJs=12 zJs=13 zc(5,'jsc',zJs,9999999,'') About Education Private Schools U.S. Schools ... Special Needs Schools Special Needs Schools Education Private Schools Essentials Private School FAQs ... Help w(' ');zau(256,140,140,'el','http://z.about.com/0/ip/417/C.htm','');w(xb+xb+' ');zau(256,140,140,'von','http://z.about.com/0/ip/496/7.htm','');w(xb+xb); FREE Newsletter Sign Up Now for the Private Schools newsletter! See Online Courses Search Private Schools Special Needs Schools Online Find the right school for your child's special needs here. Alphabetical Recent Up a category The Academy at Swift River, Cummington, MA "Swift River is a year-round, co-educational boarding school for students, ages 13 through 18, who are experiencing difficulties managing their lives at home or in school." Allegheny Valley School, Coraopolis, PA "Allegheny Valley School provides a comprehensive life-care environment for persons with mental retardation." Ann Arbor Academy, Ann Arbor, MI "Ann Arbor Academy's mission is to educate students with different learning styles to achieve their full potential." ANASAZI Foundation. Mesa, AZ

14. HomeschoolingBOYS.com Homeschooling Special Needs Home School dyspraxia mental impairment disabled disability slow learner learning Many children with special needs are being pushed out of public schools because http://familyclassroom.net/hsboys/articles/6.html

Welcome to... homeschoolingBOYS.com brought to you by The World of Sugar Creek Gang Successfully Homeschooling Children with Special Needs If you are a parent of a child with special needs and considering homeschooling, you undoubtedly have many questions and concerns. You’re not alone, but you probably know more about homeschooling than you realize. For example, you’ve spent the first five years of your child’s life as his most important "teacher." In addition, if your child has been in public school, you’ve probably spent many evenings and weekends helping your child do homework. Guess what? You’ve been homeschooling. My husband, Clint, and I have "been there—done that," and now we’re on our tenth year of homeschooling. Our sons Cj (22) and Shane (15) have been diagnosed with attention differences, and had we left them in public school, it is my opinion they would have inherited more labels as well. Has homeschooling been hard? Sometimes. Interesting? Who said living with children with special needs is boring? Can it be done? Yes! Homeschooling isn’t a cure, and it is easier for some families than for others. However, homeschooling has rapidly become a respected alternative, especially for those children with special needs who are being pushed out of public schools. It's not my place to diagnose, label, or tell you how to homeschool your child with special needs. And the issues of medication and counseling belong within the scope of each family’s decision-making process. However, with the one-on-one learning that parents provide in a homeschool environment, children with special needs can soar.

15. Special Needs News & Views (Susan Ohanian Speaks Out) special needs News. School Achievement Reports Often Exclude the disabled Under the law, schools must report on the test scores of disabled children to http://susanohanian.org/show_special_news.html?id=92

16. Practices For Preparing Disabled Children For School Recognizing that children with special needs require efficient, effective, washington, DC National Association for the Education of Young Children. http://www.kidsource.com/kidsource/content3/effective.practices.html

Effective Practices for Preparing Young Children with Disabilities for School Authors: Christine L. Salisbury and Barbara J. Smith advertisement Credits Source Council for Exceptional Children, Reston, Va.; ERIC Clearinghouse on Disabilities and Gifted Education, Reston, VA. Contents Research Shows Childhood Intervention Makes a Difference The "Best Program" Depends Upon the Specific Needs of the Child General Principles To Help Guide the Selection of Practices References Forums Learning and Other Disabilities Related Articles Being at Ease with Handicapped Children Helping Children Overcome Reading Difficulties KidSource Store Books on Learning Disabilities The Survival Guide for Kids With LD : Learning Differences Negotiating the Special Education Maze : A Guide for Parents and Teachers The Difficult Child Advertisement 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).

17. Computing Services For Physically Disabled Students To begin the process of addressing the computing needs of disabled students it is recommended that schools list the computing services that they provide to http://staff.washington.edu/sherylb/discomp.92.html

Computing Services for Physically Disabled Students in Post-secondary Institutions: Results of a Survey in Washington State by Sheryl Burgstahler Introduction At one time computer use in higher education was limited to scientific and technical fields of study. The introduction of the microcomputer along with inexpensive, versatile, and easy-to-use applications software has made computer technology increasingly available and useful to students and faculty. Many courses of study now require computer use. Adaptive equipment that allows students with physical disabilities to access computer applications used in post-secondary education is commercially available. This technology has the potential to neutralize handicapping conditions, making it possible for many more people with disabilities to independently and successfully pursue academic studies and careers. Purpose and Goals of the Study A survey was conducted in the state of Washington to determine what computing services are being provided to disabled students on other campuses, what units are involved in selecting, purchasing and managing these services, what locations are used to provide access to computers adapted for disabled students, and what success physically disabled students have experienced in using computers. This study addressed the following questions: What computing services have institutions of higher education provided to physically disabled students? What types of computer adaptive equipment are available? Who is involved in selecting, funding, and managing computing services for disabled students?

18. WASHINGTONIAN: Special-Needs Private Schools The following schools are structured for students with special needs. Lab School of washington, 4759 Reservoir Rd., NW 20007; 202965-6600. http://www.washingtonian.com/schools/private/2004/specialneedsprivate04.html

PRIVATE SCHOOLS Private Schools for Those Needing Special Attention The following schools are structured for students with special needs. A few others locally have a special-needs component in addition to their mainstream offerings, including Annapolis Area Christian School; West Nottingham Academy in Colora, Maryland; St. Vincent Pallotti High School in Laurel; Dominion Christian School in Oakton; and Paul VI Catholic High School and St. Leo the Great School in Fairfax. Schools that accept boarding students K - Kindergarten Jump down to Maryland Virginia District Lt. Joseph P. Kennedy Institute www.kennedyinstitute.org Kingsbury Day School www.kingsbury.org Lab School of Washington www.labschool.org back to top Maryland Chelsea School www.chelseaschool.edu Foundation School www.foundationschools.org Foundation School of Montgomery County www.foundationschools.org Frost School www.frostcenter.com Ivymount School www.ivymount.org The Jemicy School www.jemicyschool.org Katherine Thomas School www.ttlc.org Leary School www.learyschool.org Lourie Center School www.louriecenter.com

19. ELLs With Special Needs - CAL Resource Guide Online Identification of English language learners with special needs should include ESL Instruction for Learning disabled Adults. ERIC Digest. washington http://www.cal.org/resources/faqs/rgos/special.html

CAL Resource Guides Online English Language Learners with Special Needs Sally Morrison, ERIC Clearinghouse on Languages and Linguistics Introduction Digests Journals Other Publications ... ERIC Documents Introduction Several factors influence the identification of English language learners with special needs. Limited prior schooling, lack of proficiency in English, native language background, cultural expectations, and personal or family concerns can all influence a learnerçs academic progress. It can be difficult to distinguish between a learning disability and learning problems caused by a variety of other factors. English language learners whose difficulties in school stem from these factors may be misidentified as having a learning disability. In other cases, English language learners who have a learning disability may not be properly identified on the assumption that their learning problems stem from linguistic and cultural differences. To further complicate matters, special needs may not have been identified in the learner's native language but may become evident as the student is learning English. Identification Traditional identification instruments designed for English speakers may not be valid with English language learners. Identification of English language learners with special needs should include consideration of the following factors:

20. Reforms Crucial To Special Education Teachers of special needs children cited excessive paperwork and too many a positive role in opening the doors of public schools to disabled children, http://www.cato.org/current/school-choice/pubs/gryphon-020614.html

Home About Us Experts Newsroom ... Contribute Search Advanced Search Help Hot Topics Exiting Iraq Reforming Social Security Judicial Nominations Ownership Society ... Liberty in Wartime Contribute Click here to learn more about supporting the Cato Institute. Liberty on the Web Elcato.org (Spanish) Misbahalhurriyya.org (Arabic) Cato.ru (Russian) Cato Offerings Pocket Constitution Email Updates Cato Audio Cato Store ... Cato University September 27, 2005 Daily Commentary Health Care Needs a Dose of Competition by Michael F. Cannon Archives Today's Hot Topic Hurricane Katrina Daily Dispatch U.S. Armed Forces as First Responders Katrina Disaster Relief: Latest Exercise in Cronyism World Bank, IMF Agree to $57.5 Billion in Debt Relief Archives Reforms Crucial to Special Education by Marie Gryphon June 14, 2002 Marie Gryphon is a policy analyst with the Cato Institute's Center for Educational Freedom. The Washington Education Association recently released a survey revealing that two-thirds of the state's special education teachers plan to quit over the next five years. Teachers of special needs children cited excessive paperwork and too many meetings as leading reasons for their decision to hit the road, exacerbating a serious existing shortage of qualified personnel. Predictably, the WEA used these results to call for two favorite union remedies, higher pay and smaller class sizes. Union President Charles Hasse said the survey confirms "a compensation and workload crisis among special ed staff." In fact, Washington's teachers and students would benefit most from a rarer prescription - fundamental reform. Washington is held hostage to a federal statute that governs nearly every aspect of special education. Passed in 1975, the Individuals with Disabilities in Education Act (IDEA) mandates a complex series of meetings, paperwork, notice requirements and legalistic due process procedures for developing each disabled child's educational plan.

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