Home Schooling - Research Papers On Education special needs with disabled in preparation for massachusetts' switch from can beredistributed or invested in special education for the disabled. http://www.education-majors.com/categories/070-010.html
Extractions: This 8 page paper discusses the kinds of strategies that are used to help disabled children communicate. There are many disabilities that prevent the child from communicating but there are many assistive devices that can help the child interact with those around him. Some of these devices are described. Bibliography lists 6 sources. A 3 page proposal for conducting a needs assessment of community outreach education efforts targeting health care issues. Designs a study incorporating qualitative input from independent focus groups and representatives from various governmental and private agencies regarding the effectiveness of existing outreach programs and specific community needs. Anticipates that coupling this qualitative input with quantitative information retrieved from the U.S. Census Bureau will aid the design of stand-alone, financially independent, outreach education programs within a three year time frame.
MA Special Education - Fact Vs. Fiction are two and three times higher than massachusetts. an unfair system where studentswith special needs get more expenditures do not give disabled children more http://www.fcsn.org/ch766/factfict.htm
Extractions: FICTION: Parents and advocates are unreasonable and consistently oppose efforts to reform Ch. 766. FACT: Parents and advocates actively participated with 15 statewide organizations to develop a comprehensive and far-reaching Special Education Reform Proposal. This proposal, which represents major concessions by parents, addresses mechanisms to tighten eligibility, reduce costs for independent evaluations, revise discipline standards for children with disabilities, and increase the states share of special education costs. Parents and advocates developed this Reform Proposal in conjunction with state organizations representing superintendents, school committees, principals, special education directors, private schools, collaboratives, and teachers unions.
Extractions: Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia 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 Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington Washington, D.C. West Virginia Wisconsin Wyoming
Special Education, 2002 Annual Report, Arlington Public Schools Bisbicos cited studies conducted in massachusetts along with her of disabled youngstersand nondisabled students in PERTINENT FACTS o special education is 20 http://www.town.arlington.ma.us/schools/skannual/02/SPED02.htm
Extractions: o Most teachers have learned to use differentiated instruction and inclusion strategies, which has improved instructional practice for all students. More S pecial-education's mission was clear in 1974, when Massachusetts adopted its groundbreaking law: Make sure "all" from age 3 to 22 were educated regardless of disability. The aim was admirable a key initiative for public education: Educate all with disabilities and challenges, some of whom have never been to school. But at what cost? The state Legislature has never fully funded the mandate.
Extractions: get things done agencies elected officials Select Program Area DOE HOME Advisory Councils Board of Education Career and Technical Education Charter Schools Compliance/Monitoring Curriculum Frameworks/Institutes Dual Enrollment Early Learning Services Education Reform Educational Technology Educator Licensure Tests (MTEL) Educator Licensure Employment Opportunities ETIS Family Literacy Forms Directory General Educational Development Grants: Information Information Services Health, Safety and Student Support Services MCAS MECC - (Career Center) "No Child Left Behind" Federal Education Law Nutrition Programs Reading Office School and District Accountability School and District Profiles/Directory School Councils School Finance School-to-Career Education Security Portal Special Education Spread the Word Title I Virtual Education Space - VES Videotapes News District/School Administration Educator Services Assessment/Accountability ... Special Communities
MASSPAC-Special EducationFact Vs. Fiction opportunities more easily accessed by nondisabled students. from the Federationfor Children with special needs and the massachusetts Advocacy Center in http://www.masspac.org/resources/fact_fiction.htm
Boston Globe Online / Editorials Opinions / Real Dollars, Real state aid of $14,402 for every massachusetts student in on the most disabled of thedisabled because we face of the child with severe special needs, nor look http://www.boston.com/dailyglobe2/070/oped/Real_dollars_real_needs .shtml
Asset 19841994) and the US disabled Cycling Team Attended the University of massachusetts,Dartmouth and is regular education curriculum for special needs students. http://assets-inc.org/board.htm
Extractions: Robert Perry Graduated from the University of Massachusetts, Amherst and received his Masters Degree from the State College at Bridgewater. Employed by the New Bedford Public School System for over thirty years,his service to the community includes Board membership of the ARC of Greater New Bedford, The Nemasket Group in Fairhaven, and President of the Old Rochester Regional High School Special Needs Parent Advisory Board. Vice President Matthew Kut Received his Bachelor of Science Degree in accounting form the University of Massachusetts at Dartmouth. He has worked as Tax Auditor for the Massachusetts Department of Revenue since 1981. Matthew is Treasurer for the Acushnet Federal Credit Union and has been a member of that Board since 1984. He is a former member of the U.S. Disabled Ski Team (1984-1994) and the U.S. Disabled Cycling Team (1990-1994) Treasurer Addie Perry Attended the University of Massachusetts, Dartmouth and is currently employed as a Family Advocate at the ARC of Greater New Bedford. Mrs. Perry has been active in school systems throughout the area in promoting access to the regular education curriculum for special needs students. She has been instrumental in beginning Disability Awareness Programs in local elementary schools and helping to maintain a Down Syndrome Parent Support Group. Executive Director Jean Des Roches Holds an Associates Degree along with two technology industry certifications, C.N.E. (Certified Novell Engineer) and M.C.S.E. (Microsoft Certified Systems Engineer). Jean has worked as Systems Analyst/Project Manager for various technology companies in Rhode Island and Massachusetts. She was Co-President of the Special Needs Parent Advisory Council in the Town of Acushnet for ten years and is the founder of A.S.S.E.T.S.
Edvisors Network: Special Education/Schools/Learning Disabilities Eagle Hill School is located in Hardwick massachusetts. Preparing the bright learningdisabled student for Australia catering for the special educational needs http://www.edvisors.com/Special_Education/Schools/Learning_Disabilities/
Extractions: by Gail Felker W here there's a will, there's a way. That's the motto of a growing number of homeschooling families with special-needs kids. Gone are the days of the single choice of putting those children into the hands of "experts" in the public schools. Families are discovering that they can educate their special-needs kids at home. The resources are out there. Consultants, support groups, and online assistance are available now. The only hurdle is overcoming one's feelings of inadequacy. When Barbara Schoenly, of Salisbury, Connecticut, chose to homeschool her son, Conant, little did she know that learning problems would surface. Conant struggled with phonics. Frustration hit, and the tears would come. Was it just willfulness, Barbara wondered, or maybe a lack of motivation? She persevered. By second grade, Conant still was not reading. Blending words was a chore. He would try to guess but usually guessed wrong. His handwriting was atrocious. Finally Barbara had him tested and discovered that Conant suffers from dyslexia, the condition in which the brain reverses letters and jumbles words, making reading and writing difficult.
The Front Lines Of School Reform: Massachusetts schools not to ignore specialneeds children as equal education opportunities fordisabled children, as a third, privately funded, report from massachusetts. http://www.edexcellence.net/issuespl/state/mass/mass1.html
Extractions: Massachusetts Executive Office of Education From the Web Editor: Here is an interesting development in the charter school world: "U.S. calls charter school biased against special-needs student" By Jordana Hart, Boston Globe, Federal civil rights officials have found that the Renaissance Charter School in Boston discriminated against a special-needs kindergartner by shortening his school day, suspending him, placing him with a teacher not trained in special education, and finally forcing his mother to withdraw him from the school. The charter school, which reportedly discriminated against the student during 1995-96, the year it opened, has agreed to comply with several major demands listed in the Sept. 5 finding of the US Department of Education Office for Civil Rights. ''The [school] has the same obligations as other public schools to provide equal access for students with disabilities,'' said Julia Landau, a lawyer with the Massachusetts Advocacy Center in Boston, which filed the complaint with federal authorities in March.
Kennedy Questions Sp Ed Commission Edward M. Kennedy, massachusetts Democrat, has some questions that parents of childrenwith special needs have as a voucher system for disabled students that http://specialed.about.com/library/weekly/aa071102a.htm
SearchUK - Finds It Fast! Communication Impaired and Multiply disabled children from school in Canton, Massachusettsand residences Peterson's Guide to special needs Secondary schools http://www.searchuk.com/Top/Reference/Education/Special_Education/Schools/
Our Services (Individuals With Special Needs) Individuals with special needs. Plan, developed for moderate to severely disabledchildren and youth Our services reach schools throughout Eastern massachusetts. http://www.biat.org/html/Our_Services/special.htm
Extractions: CHAMPS after-school programs are held throughout Eastern Massachusetts for children, many of whom area challenged physically, developmentally, and emotionally. These music, movement, drama and art groups are led by qualified arts therapists who know how to "draw out the best" in children. Programs address life skills needed for: communicating thoughts and feelings; realizing one's strengths; increasing attention; building peer relationships. Classes include 4 to 8 children, small enough to provide an intensive, fun-filled learning experience for all. Scholarships are available and all children are welcome to participate. If there is not a CHAMPS program in existence near you, we will work with interested parents and organizations to start one. Creative Arts Therapists for Adults of All Abilities Creative Arts Therapy programs are specifically tailored to meet the needs of adults who are challenged physically, developmentally, and emotionally. An initial interview session with the adult and care provider allows the clinical director to assess the client's particular needs and goals. A particular arts form is then chosen in order to meet the levels which will best engage and challenge participants. Through intense learning in an art form, the adult will often: increase their range of communication; reach new personal goals; and enhance their ability to relate with others. Small group, individual, or family therapy is available and we work in group homes, day programs and treatment centers.
Reading Recovery 11 percent nationwide and 13.7 percent in massachusetts children actually werenot disabled, but just peers, DiPaola (Office of special needs) said, special http://www.ri.net/sorico/reading_recovery.htm
Extractions: Reading Recovery Revived in Southern Rhode Island After a brief lapse in service, the Southern Rhode Island Collaborative has once again put the Reading Recovery intervention into the offerings to schools and school districts. Rhode Island has developed a consortium of sites to serve the State in the various regions. Because of the definite need in the area of reading and writing and the devotion of many advocates, the intervention has once again been reinstated in this area with hiring of a Teacher Leader in the Southern Rhode Island region. Patricia Starnes comes to us after working several years in Reading Recovery. She was trained by Billie Askew at Texas Woman's University and continued to work as a Teacher Leader in South Texas, Connecticut, and Massachusetts. While in Massachusetts, she worked directly under Irene Fountas at Lesley University and received further training as a trainer of Literacy Coordinators for the Literacy Collaborative (formerly ELLI). Starnes' bilingual proficiency led her to be involved in Descubreindo La Lectura, a Spanish reconstruction of Reading Recovery and the development of materials for use in Literacy Collaborative classrooms where children are learning to read in Spanish. Reading Recovery is a valuable service that schools provide for first grade children who are struggling in reading and writing. The intervention targets children before they have fallen into a cycle of failure and the majority of them become successful readers and writers. Actually, the program has two positive outcomes. The children who are unable to meet the average range of performance within 20 weeks of service are then clearly identified as needing Special Education services. This allows for better identification of the Special Education population and the children's programs can be more readily identified.
Special Needs Family Friendly Fun - Touring Tours Tourism travel guide to Cape Cod Islands, massachusetts, United States holidays tourstailor made for the disabled, people with special needs, their carers http://www.family-friendly-fun.com/links/touringtourstourism.html
Extractions: Our mission is to: enable families with special needs to share their experiences by subscribing to our newsletter , joining our eGroup forum, talking in our chat room and posting to our bulletin board ; offer information on a wide variety of family fun and special needs topics ; and facilitate access via rings and links to websites relevant to special needs families. Adoption Arts Crafts Babies Charities ... Work at home Other important Touring Tours Tourism links:
Special Needs Family Friendly Fun - Vacationing Vacation located in Berkshire County, massachusetts vacation and Vegas Information for thedisabled by the disabled. for persons with disabilities and special needs. http://www.family-friendly-fun.com/links/vacationingvacation.html
Extractions: Our mission is to: enable families with special needs to share their experiences by subscribing to our newsletter , joining our eGroup forum, talking in our chat room and posting to our bulletin board ; offer information on a wide variety of family fun and special needs topics ; and facilitate access via rings and links to websites relevant to special needs families. Adoption Arts Crafts Babies Charities ... Work at home Other important Vacationing Vacation links:
NewStandard: 12/1/98 massachusetts has one of the highest percentages of specialneeds students in Whilethe laws don't require disabled students to be mainstreamed with non http://www.s-t.com/daily/12-98/12-01-98/a02sr019.htm
The Special-ed Debate: 2/1/98 In 1972 massachusetts became the first state in America public schools would be opento disabled children. school children are now enrolled in special education http://www.s-t.com/daily/02-98/02-01-98/a11op079.htm
Extractions: The crux of the matter is whether Massachusetts should preserve its "maximum possible benefit" special-education standards, or opt instead to follow the less stringent federal law. Gov. Paul Cellucci and Dr. John Silber, chairman of the state Board of Education, are among those who want to see changes. Many special-education advocates don't.
Extractions: Testimony before the Massachusetts Joint House and Senate Committee on Education regarding the 2000 special education reform bills (S. 309, S. 208, and HR 2678), 15 March 2000 My son has autism. He also has a future, thanks to the current Chapter 766 regulations. In all the debate on "maximum feasible benefit" versus "appropriate education" I have not once heard anyone define those terms. An answer lies in my child's story. Autism is an emergency. If treatment is prompt and guided by proven best practice, partial or even total recovery is possible. Delaying help, or using watered-down methods, all but guarantees a lifetime of disability. We never took my son to the emergency room. Why? Because you [the legislature] made a rule: "Autism is an educational problem." Exit everything that makes American medical care the best in the world: a choice of doctors, exhaustive training, routine second opinions, and above all, accountability. Enter the world of special education: no competition, no choice of providers, and no means - none at all - to hold the providers accountable for their mistakes. So we took our severely disabled son to the Brookline public schools, where an educational administrator and a social worker took responsibility for his future. They gave him a free and appropriate education. This is what happened after a year-and-a-half of their best efforts: he was another seven months farther behind age level, and had developed dangerous, aggressive behaviors. I choose my terms with great care here. I have talked to parents all over the country, and read dozens of court decisions, and I know that what they did to my son is entirely consistent with the definition of an "appropriate education" for an autistic child.
