Extractions: U.S. Department of Health and Human Services Evaluation of the District of Columbia's Demonstration Program, "Managed Care System for Disabled and Special Needs Children": Year One Report Executive Summary This report was prepared under contract 500-96-0003 between the U.S. Department of Health and Human Services (HHS), Health Care Financing Administration (HCFA) and Abt Associates Inc. In addition to HCFA, other support for the study, Evaluation of the District of Columbia's 1115 Waiver for Children with Special Health Care Needs, has been provided by HHS's Office of the Assistant Secretary for Planning and Evaluation, Office of Disability, Aging and Long-Term Care Policy. For additional information about the study, you may visit the DALTCP home page at http://aspe.hhs.gov/daltcp/home.htm or contact the ASPE Project Officer, Gavin Kennedy, at HHS/ASPE/DALTCP, Room 424E, H.H Humphrey Building, 200 Independence Avenue, SW, Washington, DC 20201. His e-mail address is: Gavin.Kennedy@osaspe.dhhs.gov. Introduction to the Demonstration The District of Columbia has implemented a demonstration that relies on an innovative design of a Medicaid-financed managed care system for children in the District's Supplemental Security Income (SSI) program. The operational phase of this Demonstration began on December 15, 1995 under the authority of section 1115(a) of the Social Security Act. Under this section, the District of Columbia is allowed to deviate from many standard Medicaid requirements in order to test new system designs of policy merit. In return for this greater flexibility, the District must commit to a policy experiment that can be formally evaluated.
Schools Mus Pay Disabled's Care Costs In Montgomery County, Md., where about 10 severely disabled pupils require providenursing services. Mrs. Ackerman said the district of columbia will spend http://www.deafed.net/PublishedDocs/sub/Schools.htm
Learning Disabilities OnLine: Finding Help - LD Schools http//www.kingsbury.org/ The Lab School of Washington (district of columbia) 202.965.6600 asymbol processing software for the learning disabled community. http://www.ldonline.org/finding_help/ld_schools/
Extractions: Please contact the schools for updated information. A C D F ... W A Spring Ridge Academy (Arizona) Spring Valley, AZ : boarding school for girls with attention deficit disorder, learning disabilities, low self esteem or other challenges. 13690 South Burton Road, Spring Valley, AZ 86333 - (520) 632-4602
History Of Special Education-FAQ Source US; district of columbia Journal Announcement State Federal Aid; State Schooldistrict Relationship; *Trend special Education to Mildly disabled and At http://ericec.org/faq/spedhist.html
Extractions: Internet: http://ericec.org What is the history of the special education movement in America? Two landmark Federal court decisions, Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania in 1971 and Mills v. Board of Education of the District of Columbia the following year, established that the responsibility of States and local school districts to educate individuals with disabilities is derived from the equal protection clause of the Fourteenth Amendment of the United States Constitution (US Department of Education, 1995a, p. 1). These decisions set the stage for the enactment of a major new law, and (From the OSEP 22nd Annual Report to Congress, US Department of Education, 2001 http://www.ed.gov/offices/OSERS/OSEP/Products/OSEP2000AnlRpt/ Following are selected citations from the ERIC database and the search terms we used to find the citations. You can search the ERIC database yourself on the Internet through either of the following web sites: ERIC Clearinghouse on Assessment and Evaluation (ERIC AE) (http://ericae.net/search.htm)
Schools Update For August 2000 district policy for intradistrict transfers was followed. assistant for special education/emotionallydisabled at Leslie M Jada C. Rentz, columbia, as a first http://www.kershaw.k12.sc.us/board/arch/su_aug00.htm
Extractions: Time: 7 p.m. The Board heard comments from parents of Lugoff-Elgin High School students concerning the employment of a new wrestling coach. The parents expressed concerns that a coach had not yet been hired for the 2000-01 year. They requested that a qualified wrestling instructor be considered for this position and that a coach of another sport not be given wrestling as "another responsibility." Dr. Tony Turkett, owner of a personal fitness and health consultant company, volunteered his assistance with the wrestling program at LEHS. Parents also expressed a need for increased funding for the sport and equitable funding for all sports. Jeanne Scronce, chairman of the Middle School Facilities Committee, presented a report from the committee. The committee is working with the architect of the new North Central Middle School and the construction management team to make suggestions about the design of the new school. Randy Langston with R.N. Rouse Company, construction managers, was present as well as architect Ashby Gressette. Copies of a draft design were given to the Board.
Overview Of Charter Schools Policy states and the district of columbia now have schools that remain subordinate to districtadministrations and Many disabled youngsters in charter schools are http://charterschools.msu.edu/ocsp/executive.htm
Extractions: Conclusions and Recommendations profiles of schools and states included in the 1995-96 sample. 1: Introduction and Overview Students attending charter schools are diverse; 63 percent of the nearly 8,400 students in our sample are minority group members. The numbers of boys and girls are almost equal. Eighty-one percent had been enrolled in public schools immediately before coming to the charter schools, 8 percent came from private schools, 2 percent were home-schooled, and 4 percent had dropped out of school. The charter movement in the United States has spread rapidly. Twenty-five states and the District of Columbia now have charter laws. The country may have as many as 350 functioning charter schools in 1996-97. Some, however, barely qualify for the designation. We have seen examples of "charter" schools that remain subordinate to district administrations and school boards in many important matters.
Extractions: More Resources . . . Yellow Pages for Kids Disability Groups State Dept. Ed. Parent Training International Assessment Terms Free Publications Free Newsletters Special Ed Advocate The Beacon Best School Websites Success Stories ** FETA ** Getting Started Advocacy 101 Parent as Expert Special Ed. Law Home Getting Started Advocacy 101 Parent As Expert ... About the Authors Subscribe Your Email: From Emotions to Advocacy Search wrightslaw.com l fetaweb.com l harborhouselaw.com Select a State . . . State flyers Alabama Alaska American Samoa Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Guam Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Puerto Rico Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Virgin Islands Washington West Virginia Wisconsin Wyoming Northern Mariana Islands List of All States District of Columbia Yellow Pages for Kids with Disabilities
District Of Columbia: Mayor's Office: Strategic Plan most vulnerable residents $3.5 million to improve services for the disabled; TheOfficial Website of the Government of the district of columbia Government of http://www.dc.gov/mayor/strategic_plan/vision_statement/passage_p.shtm
Extractions: In his proposed FY 2001 Budget and Financial Plan, the Mayor will include the following funding initiatives to begin implementing the Citywide Strategic Plan Children and Youth Citizen Priority: Children need greater support in preparing for school and succeeding in school $58 million in new funding for charter schools $100 million dollars in the capital budget for school renovation Citizen Priority: Young people need more recreation and out-of-school activities $10 million for new out-of-school programs, including entrepreneurship and public service
Education Update - Special Education 10 special education teachers from district 75 who at Phi Delta Kappa (PDK), ColumbiaUniversity, spring places of learning for language disabled children in http://www.educationupdate.com/archives/special.html
Extractions: Cover Story Spotlight On Schools Featured Columnists Letters ... Travel Select Issue March 2003 February 2003 January 2003 December 2002 November 2002 October 2002 September 2002 August 2002 July 2002 June 2002 May 2002 April 2002 March 2002 February 2002 January 2002 December 2001 November 2001 October 2001 September 2001 August 2001 July 2001 June 2001 May 2001 April 2001 The Childrens Center School, a division of Queens Centers for Progress, in Jamaica Queens, offers comprehensive educational and clinical services to children with special needs, from birth through twenty-one years of age. Students at the school present with a variety of disabilities, ranging from mild to profound. While many students are multiply-handicapped, the school also services typically developing youngsters who are often participants in inclusionary programs where children with and without disabilities share the same classrooms. (more) Rhodes Scholar Sees The World By M.C. Cohen
Education - Page 2 Of 2 the dilemma of teaching a student who is gifted and learning disabled. list of eligibilitycriteria for each state, the district of columbia, Guam, and http://specialchildren.about.com/cs/education/index_2.htm
Extractions: Is a super terrific learning tool for children. Not every child learns in the same manner or at the same pace. The best learning tool is one that offers children an educational boost using a fun, yet simplistic approach. By giving children the opportunity to succeed, they will thrive on their achievements. Children that find their own success develop a positive attitude towards learning. Too Young to Die
Extractions: Editor's Note: Constructing Knowledge by DesignSEDL research + effective design = great learning environment Financing Alternatives Call for Flexibility, Creativity Corridors to Change: Comprehensive school reform models may change the way you look at your facilities "TAP"ping into Technology Resources for Facilities Design and Planning SEDL Staff Accomplishments, Publications, Activities Credits SEDL Letter Building for Learning Council of Educational Facilities Planners International http://www.cefpi.com This Web site contains CEFPI's Issuetrak series that may be printed or downloaded. Articles include "Gross Square Feet per Student," which is helpful in estimating square footage and offers hints for deciding the size of certain areas based on program characteristics. Also in the " Issuetrak " series are questions for facilities planners to ask before beginning the planning process, how to estimate costs for technology, and how to plan for a school's lighting requirements. The site also contains a search engine for abstracts of CEFPI Journal articles and links to a directory of facility planning consultants
Topic 3: Inclusive Education Fortyfour states (including the district of columbia and Puerto Rico role models,a feeling of connectedness to the community and to non-disabled peers, and http://www.partnersinpolicymaking.com/curriculum/Topic3.htm
Extractions: You don't create an inclusive community that accepts and respects individual differences by perpetuating apartheid-based disabilities. In 1954, the Federal Court in Brown v. The Board of Education stated that separate is not equal. Now, in 1993,* fewer than 7% of school-aged children with mental retardation are educated in a regular classroom. Forty-four states (including the District of Columbia and Puerto Rico) educated less than 9% of their students with developmental disabilities in regular classrooms. Surely this decade of the Americans with Disabilities Act, which outlaws segregation and discrimination based on disability, is the time to bring this national disgrace to an end. Just as with institutions, we can understand how separate educational settings began. People with developmental disabilities were virtually denied free public education from the beginning of this century until the 1970s. The first step back to "normality" and to "equal protection" was seen as developing "special schools" which were well equipped for dealing with the "special needs" of "special people." Now in the era of community and family living, inclusion, participation, and full citizenship, integration in schools makes sense.
Extractions: DC Statehood Party Question: 1. If neighborhoods are our first concern, how do you plan to encourage private sector developers to work with community development corporations and other community based nonprofit organizations in joint efforts to improve neighborhoods? Answer: I believe the answer lies in creating additional, alternative financing sources for CDCs and other nonprofit projects. The DC Statehood Slate supports starting up several cooperative banks, with the mandate of providing loans in situations and locales that commercial banks have historically not served well. Additionally I propose the creation of a loan guarantee agency, which would identify economically and socially worthwhile projects and guarantee some portion of a loan being applied for at a commercial bank. This is designed to get the commercial bank to approve a worthy loan it would not otherwise approve, thereby increasing the amount of financing available for such projects. Question: 2. The District paid part of the cost for acquiring the land for and constructing Lorton Penitentiary, which will close in 5 years. Will the District be reimbursed for its share of this cost? What will you do to prevent an outright land grab by Virginia-based development interests through their congressional and state government representatives?
Extractions: Politics: Money Matters: Mary Lynn F. Jones on why not to celebrate Edwards' fundraising prowess yet. Back Page: Iraq captures the headlines, but events in Serbia are unfolding rapidly. Russ Baker reports from Belgrade. Freedom to Fail: Drake Bennett on the false flexibility of the president's welfare plan. Unhealthy Choice: Jim Grossfeld on Bill Frist's affirmative-action blindspot. Deceptively Dangerous: Robert Kuttner explains five ways Bush has fooled America. Numbers Game? Scalia insists Bollinger is all about quotas. But it's really about merit. Drake Bennett reports from the Supreme Court. Breaking Kristol: Michael Tomasky on the propaganda and lies of The Weekly Standard 's editor. Still Wrong: James K. Galbraith on why liberals should keep opposing the war. Presidential Quarantine: Jeremy Mayer on why Bush can't leave America and why that matters. Send a letter to the editor Magic Wanda: Noy Thrupkaew wonders whether FOX will let a talented comedian cast her spell. Free Market Furies: Does exporting capitalism breed ethnic hatred and instability? Sasha Polakow-Suransky on Amy Chua's
I: Instruction - IGBA - Programs For Disabled Students are available to all youngsters in British columbia, regardless of school age childrenin the school district, including disabled children; insofar http://www.vsb.bc.ca/board/policies/i/igbaprogramsdisabledstudents.htm
Extractions: sitemap search contact Home ... VSB Staff You are at: Vancouver School Board Board Info Policy Manual I: Instruction Policy Manual Overview Search Policy Manual A: Foundations and Basic Commitments B: School Board Governance and Operations ... L: Education Agency Relations IGBA Programs for Disabled Students CLASSIFICATION Section I: Instruction CODE File: IGBA TITLE PROGRAM FOR DISABLED STUDENTS POLICY It is the declared policy of the Ministry of Education that educational services per se are available to all youngsters in British Columbia, regardless of whatever handicap they may have. If educational services cannot appropriately be provided in a traditional school setting, then the Special Education Division of the Ministry will assist school boards and school administrators to see that appropriate educational services are provided in the home, an institution, or other setting. It is the declared policy of the Board of School Trustees (the Board) to provide an educational program for all school age children in the school district, including disabled children; insofar as possible, these children shall be placed in regular or special classroom programs in the schools, although other solutions and placements may be found for children with severe or multiple handicaps for whose needs the school district cannot properly cater. Children require varying degrees of support in order to realize their full potential. The provision of a continuum of programs and services is essential in considering the range of needs which exists. Programming shall be based on the children's abilities rather than their disabilities. The provision of programs and services shall follow the principle of the least restrictive alternative within available resources, thereby allowing each student to experience the most normalizing school environment possible. Integration of exceptional students in regular school programs shall occur at various points along a continuum of service, depending on the level of support required.
Extractions: Hearing discussing the recommendations of the President's Commission on Excellence in Special Education Testimony was heard from the Commission's Chair (Terry Branstad, former Governor of Iowa), Douglas Gill (Chair, Finance Task Force and Washington State Director of Special Education), and Douglas Huntt (Chair, Transition Task Force). The three guiding themes of the President's Commission on Excellence in Special Education final report are: 1. Focusing on results, not on process 3. Considering children with disabilities as general education children first (The full Report is available at http://www.ed.gov/inits/commissionsboards/whspecialeducation/reports/pcesefinalreport.pdf Senators were critical of the omission of mandatory full funding as a Report recommendation. The Commissioners emphasized that their recommendations were aimed at shifting the perception of special education funding away from "underfunded mandates to reimbursement for results." Commissioner Gill stated that "reimbursement of past expenses will continue past performance," and that past performance was not acceptable (based on overidentification, misidentification and graduation rates). Reform and funding are intimately linked in the Report (just as with No Child Left Behind).
Extractions: Enter Password: Middle and high school students rehearse a medley of popular music from the '50's and '60's, "Whole Lot A Faintin' Goin' On," as part of the choral music program serving the two schools. Community Education After School Programs Boyle County Schools Programs and Services Boyle County Preschools are recognized as Kentucky Department of Education Resource Classrooms. The preschool program serves children ages three and four. An early childhood curriculum provides a quality environment fostering cognitive, speech/language, social-emotional, adaptive, and physical development. To visit the Pre-School and Special Education website, click here To read more, click here More about Programs and Services Wilderness Trace Child Development Center serves children ages birth through five with special needs. Services include developmental intervention, speech/language therapy, physical therapy, and occupational therapy in both home-based and center-based settings.
ASBAH - Other Related Sources Bristol and district Association for Spina Bifida and columbia Medical ManufacturingBasic positioning, bathroom and of ablebodied and disabled people through http://www.asbah.org/other.html
NEWS, CONFERENCES AND REPORTS On Education & Equity their programs do not discriminate against disabled students if University of thedistrict of columbia has found homebased child-care centers in the district. http://www.maec.org/newsarchives/news01082001.html
Extractions: The Boston Globe, January 7, 2001 The bilingual education laws in Massachusetts and New York have come under the scrutiny of a growing anti-bilingual education ballot initiative movement subsidized by California millionaire Ron K. Unz. Unz already has bankrolled two successful anti-bilingual education ballot initiatives: in California in 1998 and in Arizona last month. Massachusetts state Rep. Jarrett T. Barrios, commented that ``The fact that our law hasn't kept up with advances in bilingual education pedagogy leaves a vacuum that becomes a political opportunity for anti-immigrant, anti-bilingual education forces.'' Barrios has assembled a task force in hopes of coming up with a bill to improved the Massachusetts law, which is more than three decades old.
NEWS, CONFERENCES AND REPORTS On Education & Equity state, has to pay the cost of sending a disabled student to free of charge to schooldistricts in Delaware, the district of columbia, Maryland, Pennsylvania http://www.maec.org/newsarchives/news10082000.html
Extractions: Week of October 8, 2000 NATIONAL Report on Hispanics and Education The President's Advisory Commission on Educational Excellence for Hispanic Americans recently released Creating the Will: Hispanics Achieving Educational Excellence (requires Adobe's free Acrobat Reader ). The report focuses on strategies for closing the achievement gap between Hispanic students and their non-Hispanic peers, whom they lag behind on most traditional indicators of educational achievement. Improving academic achievement among Hispanic students is crucial, the Commission says, because of the sheer size of the population group: one-third of the nation's Hispanics are under 18, and in 25 years, Hispanic children are expected to make up a quarter of the school- age population.
