Genesis Community Loan Fund : Loan Portfolio : By Type Woodfords Family Services for a disabled children's home. home for children with multiplespecial needs; $115,000 acquisition to Community Housing of maine for a http://www.genesisfund.org/LoansByType.html
NEA: ESP - Providing Safe Health Care Sec.4 In Bath, maine, the Bath Education Support Professionals 2251 in the special educationpopulation, and chronically ill or developmentally disabled population. http://www.nea.org/esphome/nearesources/safecare-sec4.html
Extractions: For and About Members Pre-K-12 Teachers Education Support Professionals Student Program ... NCESP Introduction Section 1: The Laws Governing ESP and the Care of Students With Special Health Need s Section 2: Protocol for the Care of Students with Special Health Care Needs ... Appendix - NEA Policy on DNR Orders Providing Safe The Role of Education Support Professionals Section 4: Taking Action Take action to ensure the safety of the children in your care-and your own safety as well. If your local Association doesn't have a negotiated contract, you can take action to work out an agreement or change school board policies and state laws. And if you do have a negotiated contract, your local Association, with support from the state and national organization, can negotiate, as part of your contract, what procedures your district may request or require you to do to care for students with special health care needs. With or without collective bargaining, your local Association creates opportunities for Education Support Professionals to be empowered and successful. It can work with members to increase awareness of your school system's practices regarding administration of medication and health care procedures, and it can design and implement a process to deal with these concerns. Whether or not your local Association has a negotiated contract, you can take action to ensure that medication and health care procedures are administered safely.
Health Library - Disability Helpline Information and referrals for disabled parents or parents of disabled children. Linksparents of children with special health care needs and rare http://www.laurushealth.com/library/healthguide/selfhelp/topic.asp?hwid=shc99dis
The Heartland Institute unconstitutional; cases in Vermont and maine that are job with children with specialneeds, partly because classifying children as learningdisabled means more http://www.schoolreformers.com/faqs/choice.html
Extractions: Department of Human Services Bureau of Elder and Adult Services The volunteer opportunities listed here are not all inclusive. There are many throughout the state of interest to people of all ages. Of the programs listed below note that three have both age and income limitations. The Foster Grandparent Program provides part-time (20 hours a week) volunteer opportunities for people with low income age 60 and older to serve children with special or exceptional needs in their homes, schools, day care centers, institutions, hospitals, correctional facilities or specialized programs for developmentally disabled children. Volunteers receive a small stipend. Contact the Foster Grandparent Program at the following locations: For all counties except York and Cumberland: Penquis CAP/FGP
TAPP Web - PTI List - Maine maine Parent Center For a BOOKLET containing Your Support for the Rights of the Disabled114 Enterprise CAST Center for Applied special Technology 39 Cross http://www.geocities.com/dol911/parent/m.html
Guide To Special Education In Maine | Chapter 6 Least Restrictive Environment (LRE), maine State Education with students who are notdisabled, and special that a continuum of special education placements are http://www.somepa.org/public/publications/guide/chapter06/ch06_04.php
Extractions: Chapter 6 - Individualized Education Program (IEP) Using the Guide Index Introduction Chapter 6 Once the Pupil Evaluation Team (PET) has identified the Individual Educational Program's (IEP's) goals and objectives, the next step is to determine where these will take place. A good place to start this process is to look at the regular educational environment provided at your local school. Remember that the regular educational environment goes beyond the classroom setting. This extends to nonacademic areas such as gym, lunch, recess and extracurricular activities. Least Restrictive Environment (LRE), Maine State Education Regulations (MSER) now referred to as Least Restrictive Educational Alternative (LREA). It states that services will be provided to the student in the regular educational environment with nondisabled peers to the maximum extent appropriate. "To the maximum extent appropriate, students with disabilities, including students in public or private institutions or other care facilities, shall be educated with students who are not disabled, and special classes, separate schooling, or other removal of students with disabilities from the regular educational environment shall occur only when the nature or severity of the disability of a student is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily." (MSER, Chapter 101, Section 11.1, p. 58)
Equity Found online at http//genasys.usm.maine.edu/, it environment, and we can all be disabledin different free advice to those serving special education students. http://www.rmcdenver.com/TXGuideWeb/equity.htm
Extractions: Table of Contents Equity The real digital divide is about more than just the gap between technology "haves" and "have-nots." Rather, at its core, the divide is about a knowledge gap about information literacy the ability to find, organize, analyze, and transfer information in a world driven increasingly by information. In a proper context, the digital divide goes beyond access to technology itself and addresses barriers to full, effective, and knowledgeable participation in an information society. Wade Henerson, Executive Director Because new technologies are causing such radical changes outside the classroom, it is vital that educators understand its advantages and disadvantages and make the best uses available to all students in ways that will help them succeed in school and in life. Technology skills and knowledge are an equity issue in the job market, and in education itself. The best schools actively work to create conditions for success for each and every child; are persistent about fairness, equity, and excellence; and are willing to discuss what is fair and what is not fair, both in and out of school, for the children entrusted to their care. Equity and Equality are Not the Same Equal access for using school-based technology defines a limited area of use and makes technology available for all. It does not take into consideration differential needs or whether some children are falling further behind in technology use due to factors such as lack of access to technology in the home.
Untitled doctoral thesis at the U of maine examined the perceived increased benefit to bothdisabled and nondisabled students; special education teachers http://www.ofcn.org/cyber.serv/academy/rptcard/1996/drc605.html
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
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.
