Special Children Events Utah, Colorado, Nebraska, Missouri, indiana, Illinois, Michigan Through your donationsto special Kids Fund's and research for developmentally disabled and at http://specialchildren.about.com/library/blevents.htm
Extractions: The goal of this conference is to showcase culturally competent, family-centered research and innovative programs and practices. The conference will feature paper and panel presentations related to improving services for families and their children who are affected by emotional, behavioral, or mental disorders. Participants will exchange information about family-centered research and program strategies, including family and/or youth involvement in all aspects of research and service delivery.
Extractions: Summer: 100 Initial Experiences in Elementary Education 1 hour. An opportunity to look at the role of the elementary school teacher, children in instructional and noninstructional situations, and the requirements of the teaching profession, and the opportunity to assess capabilities, preferences, and commitments. Required laboratory work involves experiences in public schools. Prerequisites: admission to the elementary education major 2.5 cumulative GPA , and required scores on the PPST. 110 Introduction to Early Childhood Education 3 hours. The course is designed to provide an understanding of the role of the early childhood educator, to develop skills in observing and working with young children, to develop an awareness of the various types of programs serving young children, and to aid the student in developing a professional commitment to the field of study. The goals will be achieved through both laboratory and seminar sessions. Prerequisites: admission to the kindergarten-primary major or the early childhood education major and required scores on the PPST.
ISDC Link Resources - Success Stories of Passages, the area center for disabled and special These special classes are locatedin the center of indiana Staff Development Council 1616 Treadwell Lane http://home.bluemarble.net/~laughlin/ISDCLink/res-fractal.html
Extractions: Contact Us Do you know what fractals are? A powerful mathematical concept, fractals are the "patterns" in chaos theory. They explain many natural phenomena. Perhaps you've seen the computer programs where you can draw trees by selecting the shape of the tiniest branch and building it up until it creates a tree. No matter how big or small you make it, it has the same characteristic shape. Snowflakes and river pathways are fractals. Fractals help explain dynamical systems which are multifaceted, complex and interdependent. Dynamical systems are sensitive and nonlinear and unpredictable in detail because they are open, either to "outside" influences or to their own subtle internal fluctuations. Dynamical systems imply a holism in which everything influences, or potentially influences, everything else.* Perhaps the best metaphor for Whitley County Consolidated Schools' success is fractal collaboration . Collaboration and teamwork visible at every level. At the corporation office. Inside the school. Between school and community. The corporation office is located in the old middle school building just west of downtown Columbia City. On the outside it looks like many old high schools. Inside though, there's a difference. Along with the school's administrative office, central duplicating, and pre-school programs, the building also houses the offices and pre-school of Passages, the area center for disabled and special needs citizens; the Community Youth Improvement Center; the Alternative High School; Head Start; and the Community Literacy Council.
Special And Gifted Center_Gifted And Talented Association for the Gifted; indiana indiana Association for and development of thedisabled and gifted resources for gifted and special needs children organized http://www.edgateteam.net/sped_gifted/giftandtalent.htm
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.
News Digests: Parenting A Child With Special Needs: A Guide To Reading And Resou This NICHCY News Digest discusses all that parents go through upon learning that their child has a disability. Included are numerous tips and resources. to respond to the information needs of parents those who have learned their child has special needs and those who have http://www.nichcy.org/pubs/newsdig/nd20txt.htm
Extractions: PDF version You Are Not Alone The Unplanned Journey Back to top by Patricia McGill Smith If you have recently learned that your child is developmentally delayed or has a disability (which may or may not be completely defined), this message may be for you. It is written from the personal perspective of a parent who has shared this experience and all that goes with it. Many things can be done to help yourself through this period of trauma. That is what this paper is all about. In order to talk about some of the good things that can happen to alleviate the anxiety, let us first take a look at some of the reactions that occur. On learning that their child may have a disability, most parents react in ways that have been shared by all parents before them who have also been faced with this disappointment and this enormous challenge. One of the first reactions is
Extractions: Charter schools are independent, public schools of choice. They are designed and operated by educators, parents, and community leaders. They are sponsored by designated local or state organizations that monitor their quality. Because they are free of traditional bureaucratic red-tape, charter schools typically focus on new and innovative approaches to teaching and management, specifically tailored to educational and community needs. The "charter" establishing each school is a performance contract. Therefore, charter schools must uphold the highest standards. Goals: Accountability: Charter schools are held accountable for how well they educate children based upon the guidelines established in their charters. If they fail to meet their goals, whether fiscal, operational, or educational, they are closed. Charter schools bring true accountability to public education. Choice: Students choose to attend and teachers choose to teach at charter schools. This provides the charter school operators with an incentive to provide students and parents with the best educational environment. In addition, charter schools create incentives for regular public schools to provide equal or better services in order to retain students. Flexibility: Charter schools operate independently of local school boards and are given authority over budget, curriculum and staff issues.
International Journal Of Special Education of parents and providers enrolled in indianas early a sample of eightyseven intellectuallydisabled students attending a special education school http://www.internationaljournalofspecialeducation.com/articles.cfm
Extractions: Gonzaga University This study evaluated the effectiveness of Precision Teaching techniques, skip counting, previewing, and prompting on the accuracy and fluency of see to write math facts with three middle school students identified as learning disabled. An ABCD time series design was employed. The intervention package did improve the students' accuracy and fluency for see to write math facts for two of the students. Unfortunately, the goal of 80 digits per minute for three consecutive days was not achieved with any student. The applicability of skip counting for middle school students is discussed.... [ more University of Stellenbosch In this article we (de)construct pioneering and business discourses in South Africas recently published White Paper on special needs education. In particular, we (de)construct objects, agents, action and binaries constituted by these discourses as well as the voices they marginalize. We discuss the implications that pioneering and business discourses, as we deconstruct it in White Paper 6: Special Needs Education, have for inclusion/exclusion.... [
Indiana Special Education>State Improvement Plan indiana Improvement Plan and participate in activities and services with nondisabledpeers GS.4, Appropriate special education and related services are provided http://ideanet.doe.state.in.us/exceptional/speced/stateplan.html
Extractions: Special Education Indiana Improvement Plan Component Description BF.1 The needs of children with disabilities are determined based on information from an appropriate evaluation. BF.2 Special education and related services are available to meet the unique individual needs of children with disabilities. BF.3 Appropriately trained administrators, teachers, paraprofessionals, and related service personnel provide services to children with disabilities. BF.4 Appropriate special education and related services are provided to children with disabilities served by the public agency. BF.5 Appropriate services are provided to address behavioral needs of children with disabilities. BF.6 Appropriate special education and related services are provided by the public agency at no cost to the parent, including, children placed out of district by the agency. BF.7
Extractions: Sara Boyer is the IDTC Psychologist. She obtained her Ph.D. from Indiana University-Purdue University, Indianapolis, with a specialty in Rehabilitation Psychology. She has been involved in the human services field for over 20 years and has worked extensively in behavior management in residential settings, primarily with clients who are dually diagnosed as having a developmental disability and psychiatric illness or severe behavioral problems. She also has extensive experience in working with psychiatric clients in both inpatient and outpatient settings. Celeste is the IDTC Social Services Director. Celeste graduated from Indiana University in 1977 with a dual Bachelor of Arts Degree in Psychology and Sociology. She holds a Master's Degree in Social Work from Ohio State University and has been involved in the human services field since 1977, with particular emphasis on children's programming. Celeste strongly believes in the importance of family in a child's life, a philosophy endorsed and implemented at IDTC.
MFF News - National Notification Week 2000 - Day 4 Michael has presented at the indiana Science Conference and As a teacher of specialneeds children in grades 46 whose conditions range from disabled to severe http://www.mff.org/newsroom/news.taf?page=139&type=archive
Save The Children : Rightonline might have made Michael change to a special school. 6.45.After 16 gives advice todisabled school leavers exploring disability, visit www.iidc.indiana.edu/~cedir http://www.savethechildren.org.uk/rightonline/ra35_4.html
Special Education Glossary. 1975, which makes available a free and appropriate public education (FAPE) for alldisabled children in indiana State Test. Office of special Education Programs http://www.kerrlaw.com/parentspanic/glossary.htm
Extractions: Up Holding Your School Accountable [ Special Education Glossary. ] Discipline Issues Parents Resolution Chart The following is a Glossary of terms used on this site. For additional special education terms, please click here. A B C ... Z Attention Deficit Hyperactivity Disorder. Assessment Team Summary Report. Assistive Technology. The IEP team must consider a child's needs for assistive technology. For more information on assistive technology, click here. Code of Federal Regulations. Adapted Physical Education. A term for a hearing at which parents have the opportunity to show that the school district is not properly educating their child. Learning disability affecting reading ability. Persons with dyslexia may have difficulty remembering, recognizing, and or reversing written letters, numbers, and words, might read backwards, and have poor handwriting. Education for All Handicapped Children Act. Public Law 94-142. Passed in 1975, which makes available a free and appropriate public education (
Student Diversity And Learning Needsl disabled learners, in particular, may benefit from increases the chances that specialneeds students and ERIC/REC indiana University Smith Research Center http://eric.indiana.edu/ieo/digests/d127.html
Extractions: EDO-CS-97-08 June 1997 To successfully reach out to a diversity of learners requires substantial support. Although budget-minded critics will argue that such support is costly, they need to be reminded that an investment in prevention today will eliminate or lessen the expense of remediation tomorrow. Not surprisingly, educators who receive substantial help are more effective when carrying out worthwhile innovations that increase all students' potential for success. This notion of support is vitally important because students' "at-riskness" will not disappear and because the government and educational community continue to believe in the efficacy of raising academic standards. This Digest will discuss some sources of support intended as a complement to and a scaffold for teachers and administrators who experiment with different ways of meeting a diversity of learning needs. CURRICULAR CONGRUENCE
