Technology, Learning, Education, Training Resources (selected) learning providers from University of idaho, including learning including theuse of the special equipment allowance for disabled students or http://www.support4learning.org.uk/education/tech.htm
Extractions: Advisory Centre for Computers in Education - services to schools in Wales Applying Technology to Training BECTa BECTa - learning technology resources BECTa - Information sheets ... Computers for Teachers Initiative - Scotland - rebates for teachers, information about the Scottish scheme Computers for Teachers Initiative - England Center for Instructional Technology CTI (Computers in Teaching Initiative) - support for subject areas in UK Higher Education + publications EDSI (Education Department Superhighways Initiative) - project reports by technology, topic, education sector Educause E-learning strategy, DfES
Extractions: Addresses the induction process for beginning vocational teachers. It is based on papers presented in a national research symposium held on December 3, 1988, at St. Louis, Missouri. The symposium was held in conjunction with the annual meeting of the American Vocational Education Research Association.
Extractions: WASHINGTON One in six parents of disabled children has considered suing or has threatened to sue the child's school district to get services, a poll shows. The poll, being released Monday by the advocacy group Public Agenda, suggests parents feel that while teachers care and school personnel are qualified to deal with disabilities, school systems don't offer special help to children unless families insist. Ann Duffett, an author of the study, said parents have a different perspective from policy-makers.
Shari Lyn Rusch - Home Page integration rather than separation of disabled students special Olympics State Conference,WA; California State Admin Conference, NV; idaho Elementary special Ed http://www.sharirusch.com/
Extractions: Background Summary Born with a number of handicaps including learning disabilities, assessed in the first grade as unable to learn beyond the fifth or sixth grade as an adult. Graduated fourth in her class of 450 with a 3.98 GPA. Began public speaking in the public schools as a volunteer in special education classrooms. Became an advocate for special needs students, speaking to legislators, administrators, teachers, and community members about the need for integration rather than separation of disabled students. Professional motivational speaker since 1987, presenting to students, teachers, administrators, community leaders, and business people throughout the US and Canada. Ten years of service as a volunteer in Washington state adult and juvenile prison systems.
Resource Room.net - August 2002 Newsletter nation in the percentage of specialneeds students 2002 A weeklong forum encouragesdisabled children to 072702 ID=s1188772 amp;cat=section.idaho The Spokesman http://www.resourceroom.net/newsletters/aug2002.htm
Extractions: This site from the University of Kansas is dedicated to collaboration and successful inclusion of children with special needs in the general education classroom. Feature articles include step-by-step planning to make real regular classroom sitautions work for real students. Take time to browse the site. Teens helping teens
Idaho Assessment Letter June 8, 2001 the broadbased involvement of special educators, English disabilities be comparedto non-disabled students, and idaho does not disaggregate by any of these http://www.ed.gov/offices/OESE/saa/idaho.html
Extractions: Boise, Idaho 83720 Dear Superintendent Howard: It was a pleasure speaking with you and Tom Farley regarding the progress that Idaho is making toward meeting the Title I requirements for standards, assessments, and accountability. I know that we all share the goal of having, as soon as possible, a full and functional assessment system that supports education improvement in Idaho and that meets the Title I requirements. These requirements are intended to ensure that every school and school district participating in Title I is focused on enabling all students to meet the State's academic standards. After peer-reviewing the assessment evidence and timelines submitted by Idaho last October, we have determined that Idaho is substantially out of compliance with sections 1111 and 1116 of Title I. In order to remain eligible to receive Title I funds, Idaho must enter into a compliance agreement with the U.S. Department of Education, specifying the steps the State will take to fully meet the Title I requirements and the timeline for completing those steps. Based on the peer review and our recent conversations, additional clarity is needed regarding Idaho's plans to fully comply with the Title I requirements. We will need, for example, additional information on the process that Idaho has used to establish content and performance standards, the alignment and technical quality of the components of the Idaho assessment system, the status of Idaho's plan to include all limited English proficient students in the State assessment system, and the State's use of student performance data for all students in determining school accountability. Questions also exist regarding Idaho's intent to disaggregate student performance on Idaho assessments by the elements required by the Title I statute at the State, district, and school levels. Finally, Idaho needs to clarify the components of its final assessment system and the contribution of that system to a school's or district's Adequate Yearly Progress (AYP).
Extractions: Initiatives in Perkins II A second major purpose of this paper is to provide data and information about the responsiveness of vocational teacher education to major initiatives in Perkins II: (a) tech prep, (b) integration of academic and vocational education content and programs, (c) school to work transition, and (d) work with special populations. The data and information are limited as follows: Survey data collected and reported herein were limited to the 20 universities currently (1993) affiliated with the University Council on Vocational Education (UCVE). Funds were not provided to survey beyond these universities. The data are self reporting, in response to open-ended questions, and limited to the amount of information and detail provided in writing by the respondents. No attempt was made to validate the information beyond the evidence provided through the mail by the respondents (e.g., some attached course syllabi, catalog descriptions of new courses, workshop announcements, abstracts of research projects, etc.; others did not submit attachments). There is little in the extant literature that describes efforts at colleges and universities to respond to Perkins II initiatives. Since Perkins II has so recently been implemented nationwide, it is probably too soon for articles to be published about college and university efforts in this legislated arena. A few articles and studies that did report on implementation efforts are included with the data presented in the following sections. Some of the efforts identified were begun prior to implementing Perkins II.
Health Library - Disability Helpline Health North idaho Cancer Center North idaho SpaceCancer for disabled parents or parentsof disabled children Links parents of children with special health care http://www.kmc.org/Library/HealthGuide/SelfHelp/topic.asp?hwid=shc99dis
Community Connections 1177 N. idaho, Apache Junction, 85219. Mesa Association of Sports for the disabled. Visitresidents, provide special events, make bulletin boards, clerical. http://www.mpsaz.org/msl/comm_connections.html
Extractions: Service Learning Websites Community Connections SERVICE OPPORTUNITIES IN MESA, ARIZONA The information below is in the following order: Name of organization, location, purpose, what you might do, contact person, phone number and extra information. American Cancer Society 2929 E. Thomas, Phoenix, 85016 Raise funds to fight cancer, public education Organize or participate in Relay for Life Nicole, Strauss Andre House 213 S. 11th Ave, Phoenix, 85001 Assist poor and homeless people by serving evening meal Sat a.m.'s clean-up, clothes sorting, Ninos program Kimberly Walsh, Volunteer Coordinator 14 years and older Apache Junction Senior Center 1177 N. Idaho, Apache Junction, 85219 Provide meals and activities for senior citizens Lead or join in activities with elders Terry Crawford ARC of Tempe Thrift Shoppe 43 W. Southern Ave., Tempe, 85282
The President's Budget And Idaho - Meeting The Goals Of Our Time down the barriers between communities and the disabled all across America and idaho. lives,including a $1 billion increase for special education, $145 http://www.whitehouse.gov/news/usbudget/states2002/id.html
SPED National News: Summer 2002 Governors Association (NGA) Annual Meeting in Boise, idaho. with disabilities andtheir nondisabled peers. General education and special education must be http://www.advocacyinc.org/sped_sum02_natl.htm
Extractions: SPECIAL EDUCATION ISSUES REPORT The President's Commission on Excellence in Special Education was created by President Bush in October of 2001 to review and make recommendations about the current system of providing special education under the IDEA. Its final report, A New Era: Revitalizing Special Education for Children and their Families , was issued in July. The Commission's findings and recommendations are expected to be major influences on policymakers, especially Congress, as it begins the process of reauthorization of the IDEA. Parent and advocate groups are encouraged to read and disseminate the report and to discuss it among themselves. Following are two excerpts from the report: the Summary of Findings and the Summary of Major Recommendations. You can find the entire document through Advocacy, Inc.'s website ( http://www.advocacyinc.org ). It is also available through the government's website ( http://www.ed.gov/inits/commissionsboards/whspecialeducation/ Summary of Findings Finding 1: Finding 2: The current system uses an antiquated model that waits for a child to fail, instead of a model based on prevention and intervention. Too little emphasis is put on prevention, early and accurate identification of learning and behavior problems, and aggressive intervention using research-based approaches. This means students with disabilities don't get help early when that help can be most effective. Special education should be for those who do not respond to strong and appropriate instruction and methods provided in general education.
Kootenai & Idaho Panhandle National Forests Forest Plan Revision Zone West Libby, MT 59923 (406) 2936211 idaho Panhandle National opening closed roadsto provide for disabled etc When is the best time for special interest groups http://www.fs.fed.us/kipz/documents/issues_summary.shtml
Therapy/Respite Camps: Kids With Autism And Other Special Needs A page with information about summer camps for kids with special needs focus on therapy for kids with special needs and/or respite for the kids and Atlantic Coast special Educational Services provides full time, summer respite residential services http://www.wmoore.net/therapy.html
Extractions: Therapy/Respite Camps for Kids This page evolves as people tell me about new camps, so if you know of camps that are not listed here, please email me so I can get the information posted here. If you direct a camp that would like a simple WWW page that describes your camp, I'll be pleased to put one up just email a description of the camp to me. Also, please let me know about any other WWW resources to which I should have a link. Thanks! Information about summer camps that focus on therapy for kids with special needs and/or respite for the kids and their families. I have broken it into national categories and regional categories in the USA: Apologies in advance if my sense of these regions differs from yours! I also have some links to other potentially useful pages Connecticut Camp Horizons provides winter weekend get-a-ways, a week long holiday event, and 8 weeks of residential summer camp for children and adults who are mild to moderately mentally handicapped. In South Windham, CT. Camp Hemlocks , in Hebron, is a rustic, barrier-free, year-round camping facility which provides recreational, educational and social programs for children and adults with disabilities and their families.
CEO Forum Reports across the curriculum in idaho and West can provide significant benefits for specialneeds students, including learning disabled, low achieving http://www.ceoforum.org/reports.cfm?CID=5&RID=6
Resource Links South East idaho Stroke Club If you, or someone you what it's like to have a specialhealth care The Center for Computer Assistance to the disabled, Inc., (C http://www.ican.com/channels/resource_links.cfm/Crumb/18,137/
Boise State Summer Conferences Institutes scholars and practitioners, including idaho Teachers of of gifted students and learningdisabled gifted students Dr to math education special presentations will http://www.boisestate.edu/extendedstudies/summer/SummerConfInst.html
News & Views, 07/2002 - Short News Clips http//heartland.org/education/apr02/disabled.htm HIGH 44% identified as needingspecial education between tort claim against a Sandpoint, idaho High School http://www.strugglingteens.com/archives/2002/7/newsviews01.html
Extractions: (April 2002) A new study by the National Research Council shows enrollment in special education programs is growing at an unprecedented pace, with nearly one in eight students now labeled as disabled. The study also reports some troubling trends regarding the disproportionately large representation of minority and male children in those programs. The likelihood of certain minority students being assessed as learning disabled or mentally retarded varies significantly by state. The NRCs Committee on Minority Representation in Special Education produced the study
Anne Remaley Vita School Site Faculty, University of idaho, Moscow, ID (198990). Teacher, SpecialEducation, Seriously Behaviorally disabled Classroom, grades 6-8. http://education.wsu.edu/vitae/Anne Remaley/vita.htm
Extractions: KASA is proud to announce that after a lengthy and difficult selection process, we have added four new members to our National Advisory Board. They are: Blake Bogartus, 18 years old, from Alabama Mara Buchbinder, 20 years old, from New Hampshire Micah Fialka-Feldman, 17 years old, from Michigan Amanda Putz, 15 years old, from New York These folks join our 5 other Board members in doing long and short term planning for KASA and representing us at national meetings. We have also elected new co-chairs for the 2002 year, Maia Wroblewski and Naomi Ortiz. You can read more about our new Board members and co-chairs on our website in January. We thank all of you who helped to distribute our application and especially to those of you who applied to be on the Board. We receiving an incredible number of applications and the selection process was very competitive. We hope that all of you will continue to make a difference in your communities and to be active members of KASA at every opportunity. DISABILITY PREPAREDNESS WEBSITE The Disability Preparedness Website is up and running. This website features the article, Emergency Planning for People with Disabilities and Other Special Needs, by Dr. Carl T. Cameron, President, Board of Directors for the Inclusion Research Institute. Users will also find resources for training, products, articles and websites. For more information visit their
