CFA In The Media identification · Vouchers Allow families of special needs students to take themoney for their education and use it at a school or program of their choice. http://www.childrenfirstamerica.org/newsroom/media06.htm
Extractions: Bruce Hunter, associate executive director of the Arlington, Va.-based American Association of School Administrators, sharply rejected the researchers' financial incentive theory for special education labeling. "That's so insulting to school people and bad for kids," Hunter said. "It is silly and incorrect and it will be the parents of disabled students who will dismantle these claims." Educators, Hunter said, have several disincentives for over identifying children for special education. A key reason is the federal government contributes less than 10 percent of the average cost to educate each special education student, he said.
Extractions: Meeting the Needs of Students In the aftermath of the horrific attacks that took place on Tuesday, everyone involved in education faces a great challenge: helping our children to feel safe and secure. There are children whose lives have been directly affected by the terrorist attacks and will never be the same. Most of our children have seen terrifying images of destruction on television and the Internet. They are reading newspapers and they have heard stories on the radio about the huge loss of life. If you are an educator, whether your school is a public, private, parochial, charter or home school, you must offer your students your undivided attention and unequivocal support. If you are a principal, here are some things to consider doing at your school: Evaluate the counseling resources you have on campus and consider what services and assistance may be available in your community. If you need help with counseling your students, faith-based and community organizations can help. Meet with the faculty of your school as a group and individually. Many of your teachers and staff are feeling stress and anxiety, and your leadership can help to comfort them and build a strong sense of camaraderie that will assist them in meeting the needs of their students.
AboutOurKids.org School How Can We Use it to Help Our Children? POSTED 12/5/00. back to school forKids With special needs POSTED 9/15/00 UPDATED 12/5/00. http://www.aboutourkids.org/parenting/school/
After School Private and public schools and afterschool programs; Summer camps and programs;Resources for children with special needs; back to top. http://atwork.harvard.edu/r-afterschool.html
Extractions: Are you relocating to Harvard? The following services at the University can assist you with many aspects of relocation as you prepare to come to the Cambridge/Boston area. Also visit Harvard's web site at http://www.harvard.edu to learn more about Harvard or http://www.boston.com , the web site of the Boston Globe, to learn about Boston. Child Care, Schools, and Family Services
Hastings Home Visitation Program Also, my students feel that they are extra special. I visit. Have yourchild bring it back to school as soon as possible. Please http://www-hes.stjohns.k12.fl.us/hesshv.html
Extractions: Home Visitation Program Each teacher was given the teacher produced handbook, Anatomy of a Home Visit , to help in the preparation for the visit to each child's home. During the first week of school, each child is given a packet to take home to the parents/guardians. The teacher should generate excitement to the children about visiting their homes. Packet contents: Letter to parents explaining the desire of the teacher to make a home visit and purpose Letter Example (see example).
Learning Partners -- Let's Succeed In School! Make special needs known immediately Listening is a skill that young children needto succeed in school. child listen and then clap that same rhythm back to you http://www.kidsource.com/kidsource/content3/succeed.school.lp.html
Extractions: Helping Your Child Succeed in School The American Heritage Children's Dictionary Books to Build on: A Grade-By-Grade Resource Guide for Parents and Teachers (Core Knowledge Series) Advertisement To succeed in school, parents need to be involved in their children's learning. It's important to be involved early, and it's important to stay involved. Learning the skills for success takes place at home as well as at school. Here are some of the things that parents can do at home and at school. Ask questions about things your children are learning and doing, and encourage them to give you lengthy answers. Keep books, magazines, and newspapers available. Use them yourself to show you value learning, too. Have paper, pencils, crayons, and washable markers handy. This encourages children to practice writing.
Nursing School At Binghamton you can also become a part of this community based program either as a senior citizenor person with special needs who wants a back to Elder Services Center. http://dson.binghamton.edu/PetNet/Index.htm
Extractions: Current Course Schedule Bring the love of a pet into your heart. Th e Elder Services Center , led by Dr. Joyce Ferrario , has developed a new program for gerontological care, involving Animal Assisted Therapuetic Visits. The Casella Alzheimer's Education Center , with the generously endorsed gift from the Helen Thomas Howland Foundation , has been able to create the BU PetNet This program allows senior citizens and people with special needs to spend valuable time with a pet, either in their own home, nursing home or a facility for people with special needs, who may otherwise never have the opportunity to share that loving bond with a pet. The sense of responsibility and care that is developed in the patient while being with a pet alleviates their loneliness and/or lack of motivation. Communicating with pets through touch and nurturing provides a sense of relaxation and well-being for the patient, who may otherwise prefer isolation amongst people. Through PetNet, you can also become a part of this community based program either as a senior citizen or person with special needs who wants a pet to visit on a regular basis, as a family member of someone who would like to have a pet visit, or as an owner of a pet who would like to volunteer their pet to be trained for this community service program.
[PHOTO/CAPTION: April Jones] probably would have attended a school exclusively for education tries to meet theirspecial needs within an budget is $230 million, special education students http://www.nfb.org/bm/bm02/bm0207/bm020711.htm
Extractions: The Braille Monitor July, 2002 back next contents Young Federationists Do Their Part From the Editor: Early in their lives April and Amanda Jones made friends with Dr. Jernigan at national conventions. He enjoyed talking with the twins and showing them things. They are now in high school, and it's clear that they have learned their Federation philosophy well and practice it every day. The following article appeared in the May 1 edition of the Chattanooga Times Free Press . Here it is: Mainstreaming by Jan Galletta April Jones Blind since birth, Amanda and April Jones use briefcase-sized Braille machines to take tests, record notes, and to do course work at Chattanooga High School Center for Creative Arts. In geometry class the fifteen-year-old twins form shapes like triangles and squares, using a glue gun and a waxy substance called Sticky Wicky. They rely on a special computer's audible cues for conducting Internet research. With white canes to run interference and tactile signs on all campus rooms, they say they're as mobile as their peers. In fact, their biggest problem may be toting textbooks; it takes fifty-one Braille volumes to cover the contents of the printed biology textbook that sighted students use.
Cornell University Graduate School Student Services Office of the Associate Dean, The Graduate school, Caldwell Hall students with Disabilities. toassisting those persons with disabilities who have special needs. http://www.gradschool.cornell.edu/grad/catalog/StudentServices.html
Extractions: University housing A variety of university accommodations are available for both single students and for students accompanied by another adult and/or children. The graduate student residences provide a comfortable atmosphere for study and recreation and a place to mingle with others in a multinational graduate student community. Accommodations vary in size and location, and include cooperative residences, furnished studios, furnished single rooms, and furnished and unfurnished one- and two-bedroom apartments. In addition, several residential program houses are open to both graduate and undergraduate students. University housing arrangements may be made by mail through the Housing Office. Information and application forms are automatically sent to all applicants who are accepted. Arrangements for housing should be made as soon as the decision to attend Cornell has been made. Comprehensive information about university housing is available at our web site Non-university housing Several types of non-university, off-campus housing are available, including apartment complexes, multiple-unit houses, single-unit houses, individual rooms, mobile homes, and cooperative living units. Much of the housing is within walking distance of campus or served by public transportation. The Off-Campus Life Program maintains a list of rooms, apartments, and houses available in communities near the university, as well as a listing of local hotels and motels. Students who want to live off campus should visit Ithaca several months prior to the start of the semester to make housing arrangements.
It's Elementary: Total Immersion In A Boston Public School school committee member, the parent of a special needs child, Citizen She attendedschool events, spent time in the parents room, went to backto-school http://ali.apple.com/ali_sites/ali/exhibits/1000080/Resources.html
Extractions: var wtl_loc = document.URL.indexOf('https:')==0?'https://a248.e.akamai.net/v/248/2120/1d/download.akamai.com/crs/lgsitewise.js':'http://crs.akamai.com/crs/lgsitewise.js'; document.write(""); var SERVER= ""; var ORDER= ""; var INVOICE= ""; var CARTVIEW= ""; var CARTADD= ""; var CARTREMOVE= ""; var CHECKOUT= ""; var CARTBUY= ""; var ADCAMPAIGN= ""; var adname=""; Expert Showcase About our Resources section In this section we describe the resources that contributed to the success of this teacher education programresources that are human as well as physical. The Dever/Lesley classroom: A school-wide resource Having a college classroom in the school makes this program unique. The Dever School donated an unused classroom as the Lesley University classroom. Room 110 serves many functions for groups in the school, and project staff stocked it to meet a range of needs. The room is furnished with worktables and chairs that can be reconfigured for small groups or larger meetings. The room is used by interns for university classes, as a homeroom, as a library, and to plan and construct lessons and units. Here they meet with colleagues in the cohort to check in, and with supervisors and cooperating teachers to plan, evaluate, and review lessons. Teachers and specialists use the space as well, tutoring, assessing individual children, and instructing small groups. It is used by interns and teachers as a lunch and grade-level meeting room, by parents as a meeting room, and by college faculty as a planning room. It functions as a refuge for everyonechildren and adults alike.
ProTeacher! Special Needs Resources For Special Education Teachers Including Inc special needs resources for special education teachersCategory Reference Education Products and Services special Education help thse disorganized student get back on track of inclusive education for childrenwith special needs source. Growing Community of elementary school teachers! http://www.proteacher.com/040016.shtml
FAQ Answer Student recitals at the school; outreach performances in the community advancedtheory by arrangement and master classes back to top. special needs. http://www.mitchellvillecsa.org/Faq.htm
Extractions: MCSA Frequently Asked Questions How is a music school different from a private neighborhood teacher? What should I expect from a good teacher? How is my teacher selected? Do I need to buy an instrument? ... How do I get to MCSA's locations? At what age can my child begin taking music lessons? How do I choose an instrument for my child? Do I need to attend the lesson with my child? I want my child to have a music education, even though he/she is resisting the idea of lessons. What should I do? ... What does the Suzuki Method mean? My child has a learning difficulty. Will the teacher need to know? What is the range of music classes offered? What do you offer for pre-school level? May I observe a class before enrolling? How do I register? 1. How is a music school different from a private neighborhood teacher? Answer: Although excellent teachers can be found in almost every neighborhood, as a music school, MCSA presents your child with many important advantages:
The School Bag: Special Needs - Special Kids learning, videotapes, and television. Softcover, 289 pp. Item 129004 $16.95. special needs, continued. back to Top of Page. http://www.cde.ca.gov/schoolbag/catalog/specneeds.html
Extractions: This compassionately written book guides parents in helping their child reach his or her highest potential. Such topics as diagnosis, coping with the diagnosis, early intervention, special education, daily living, legal rights, and advocacy are discussed in depth. Illustrations, a list of resources, and a glossary are included.
Various School Indicators a set of alternative tests for special needs children will be student enrollment whoentered the school at the turnover or the percentage of students who moved http://www.infoworks.ride.uri.edu/2000/guide/field7.htm
Extractions: You can see the frequency or percentage for this indicator at the school, district and state levels. These selected indicators were assembled in compliance with three sets of requests: Legislation passed in February 1996 and incorporated into Title 16, section 60-4(21-22) Article 31 - the State Student Investment Initiative, passed in July 1997 and revised in 1998 (Title 16, section 7.1) Rhode Island's Commissioner of Elementary and Secondary Education and Board of Regents High school drop-out and graduation rates are not included at the elementary and middle level charts because they are not applicable. What you are looking for You are looking to get a sense of what the school feels like to its inhabitants, its tensions, its stability, its experience, its safety, etc. Indicator measures and definitions SALT survey teacher response rate: the percentage of the total number of eligible teachers in this school who responded to the SALT survey SALT survey student response rate: the percentage of the total number of students in this school who responded to the SALT survey Student attendance: the percentage of time the average student is present during the required 180 instructional days per year
CPRE UW-Madison - Overview Of School Redesign Reports states are administering the federal comprehensive school reform program. to redesigntheir service strategies for students with special needs by changing http://www.wcer.wisc.edu/cpre/finance/reports/
Extractions: Text Only Overview of School Redesign Reports The current push for educational reform has now lasted for nearly a decade and a half, and has evolved into a nationwide standards-based strategy. Although student achievement has improved modestly over the past fifteen years, only about 25-35 percent of students are achieving at or above the proficiency standards of the National Assessment of Educational Progress, the nation's education "report card." In order to make greater progress toward the goal of teaching all students to high standards, the 25 percent figure must be increased to 50 percent or more in the near term, and up to 75 percent or higher in the long term. Because even the most optimistic projections say that education revenues will only rise by about 25 percent over the next ten years, greater performance can only be produced by using a school's existing education dollars more effectively and efficiently. Comprehensive school reform is one popular strategy created to improve student performance with existing funds. Comprehensive school reform seeks to have schools create, adopt or adapt an educational strategy that integrates all students and programs into a cohesive, school wide educational strategy. Comprehensive school reforms have a high standards curriculum used not only for "regular" classrooms and students, but also for categorical programs and other instructional strategies that provide extra help to students struggling to master the regular curriculum. Comprehensive school reform also addresses how students are grouped for different subject areas, the schedule of instruction and planning time for teachers, pupil support and home outreach strategies, professional development, and use of computer technologies.
SC99 Education Program Select one of six sessions to attend Math, Media/Library, special needs/At Risk blocks,and RJ45 jacks not your ordinary list of back-to-school supplies. http://www.supercomp.org/sc99/proceedings/educate.htm
Extractions: Education Program This year's Education Program will offer the teacher who feels challenged with the rapid evolution of information technology an opportunity to share information with peer groups and to learn what is actually working and how it is being used in the classroom. We will also explore strategies to attract more students to technology-especially students from underrepresented groups. Birds of a Feather Breakout Sessions Select one of six sessions to attend: Math, Media/Library, Special Needs/At Risk, Science, Programming, or Networking. Facilitators will lead the groups through the process of sharing information on what is working and how technology integration has been accomplished in the classroom. Careers in Technology Panel Discussion of Industry Leaders The panel will discuss information that teachers need to know to help inform students about careers in technology, including the role of education in helping students prepare for future employment. This session will also help bridge the gap between what teachers are sharing with students and the current needs of industry. Ethernet a la Carte Evan McConnell, EarthWalk Communications, Inc.
Ksgalum.org: JFK School Of Government Alumni Web Site Unable to get adequate education for her son, who had special needs, shewon a seat on the school Board and never looked back. http://www.ksg.harvard.edu/alum/honors/2001aaa.html
Information About CSV Programs educational services in regular, special needs, bilingual, ESL, art back to programlist. Afterschool Learning CPS), manages the After-school Learning Centers http://www.csvinc.org/info/progelem.html
Extractions: CSV volunteers serve as classroom aides at the request of teachers to provide individual and small group supportive educational services in regular, special needs, bilingual, ESL, art, music and physical education classes and in alternative programs. Many of these volunteers work more than one day each week and become an integral part of the classroom structure. Some return year after year. Back to program list CSV, in collaboration with the Cambridge Public Schools (CPS), manages the After-School Learning Centers in the city's fifteen elementary schools. Each center provides students with a quiet, supportive setting in which to reinforce skills and complete homework assignments, and offers supervised access to the school's computer lab and media center. CSV volunteers assist the Centers' CPS coordinating teachers in providing individualized academic support to participating students. Harvard University's HAND Program, a public service program for undergraduates, plays a leading role in providing volunteers for these centers.
Ajc.com | Opinion | Direct More Resources Toward Average Students Perhaps special education classes cannot be much larger but gifted and AP O'Neillis a teacher at Brookwood High school in Gwinnett back to top ajc.com home. http://www.accessatlanta.com/ajc/opinion/0203/14gifted.html
Extractions: Jim O'Neill is a teacher at Brookwood High School in Gwinnett County. A colleague working on her certification to teach gifted students, as a course assignment, had to request fellow teachers to fill out a survey on our gifted program at Brookwood High School. After looking over the survey, I realized answering the questions did not allow me to address some issues I feel are important. Though I have gifted certification and teach Advanced Placement and gifted classes, I do not support the gifted program. I believe the gifted program does more harm than good. Schools have two groups of students who demand school services out of proportion to their numbers. Both groups have advocates working on their behalf. Special education students have extremely low student-teacher ratios and identified gifted students are in classes of 21 or fewer. Educational resources are limited. Therefore, in order to meet legal requirements for special education and gifted students, average students are placed in classes of 30.
