Montana State Plan - Section IV parental status and other students with special needs. Minorities, female studentsand disabled persons must have Amendments of 1972, the montana Human Rights http://www.montana.edu/wochewd/iv.htm
Extractions: IV. SPECIAL POPULATIONS AND OTHER GROUPS A. DESCRIPTIONS 1. Describe your program strategies for special populations. [Sec. 122(c)(7)] Describe the programs, services and activities that you will fund to serve students in State institutions, such as State correctional institutions and institutions that serve individuals with disabilities. See section 112(a)(2)(A). The Carl D. Perkins Vocational and Technical Education Act of 1998 defines special populations as: (a) individuals with disabilities (b) individuals from economically disadvantaged families, including foster children (c) individuals preparing for nontraditional training and employment (d) single parents, including single pregnant women (e) displaced homemakers; and (f) individuals with other barriers to educational achievement, including individuals with limited English proficiency. Recipients of Perkins III funds are required to meet the requirements of the law with regard to each of the special population groups. Data on vocational and technical education groups must be disaggregated by special population groups and reported for each of the required core indicators identified in this State Plan. Grantees have the responsibility for tracking the progress of members of special populations in meeting State performance levels. The State Director for Vocational and Technical Education and Workforce Development under the Office of Commissioner of Higher Education will work with Perkins grantees to help them provide access and services to ensure success of special populations in achieving knowledge and skill attainment, employment, and further education.
Extractions: What Do New Teachers Need? Although there have been few large-scale studies of new teacher induction programs, existing data confirm that schools that provide high levels of support for beginners do retain more teachers (Goodwin, 1999). The Santa Cruz New Teacher Project (SCNTP), for example, which has been in existence since 1993, reports that 90 percent of participating teachers have remained in the profession (Moir, n.d.). Weiss and Weiss (1999) cite a 93 percent retention rate in urban districts that provide formal induction programs for beginners. Benefits for students and schools:
ACRES: Conference: Details has taught mildly and moderately disabled students in of Kentucky; Mary Susan Fishbaugh,montana State University meet the needs of Rural special Education and http://extension.usu.edu/acres/details.html
Extractions: Your Best Opportunity To: Form an important network of resource people. Select from over 50 concurrent sessions focusing on critical issues in rural special education. Hear a distinguished keynote address challenging you to excel in the 21st century. Network with Roundtable Discussion leaders about "Teaching Treasures". Participate in poster presentations featuring recent research and successful models.
Tip4 Handbook which will assist special needs students and Social Security, Medicaid, andthe montana Advocacy Program paid work experiences for disabled students. http://ruralinstitute.umt.edu/transitions/tip4.htm
Extractions: Return to Transition Home Page Project Title: Transition Course Outline for Secondary School Curriculum Contact: Susan Suda, Bozeman Public Schools, 624 north 12th Street, Livingston, MT 59047. (406)-222-7456. Major Activities of the Grant: A course outline will be develped for thirteen schools served by the Park County Special Education Cooperative. The course will include instructional activities which promote self-assessment of individual interests, strengths and talents that might lead to relevant post-secondary educaton or employment options. Job shadowing will align individual students aptitudes with potential job opportunities, and exposure to civic and fraternal organizations will be incorporated into the course to enhance integration with the community. Students will be trained to facilitate their own IEPs and transition planning, and will learn to determine which adult service(s) they qualify for and will extablish contacts with agency representatives to form their own support. Grant Period: October 1998 - September 1999.
OLC X627: Special Education Resources http//www.montana.com/people/home1/butte/fredw/www of information about assistivetechnology for the disabled. Technology for People with special needs, in the http://www.schoollink.org/twin/devices.htm
Extractions: MORE SPECIAL NEEDS SITES http://www.acsw.com/ Academic Software, Inc. This company produces and markets assistive technology such as switches and other adaptive devices. Maddux Special Education http://unr.edu/homepage/maddux The purpose of this homepage is to provide students, practicing teachers, parents and others with information about special education and disabilities. Assistive Technology Online http://www.asel.udel.edu/at-online/assistive.html The purpose of this site is to offer a variety of information on special education and disabilities. EXCEPTIONAL CHILDREN/Special Education Links To Exceptionality Information and Educational Resources http://www.montana.com/people/home1/butte/fredw/www/ Disability Resources on the Net http://www.valleyweb.com/krrc/resource.html This Web site is a resource center for the advancement of technology benefiting persons of differing abilities. Special Needs Education Network, About Mailing Lists (Listservers) on the SME" http://www.schoolnet.ca/sne/aboutlists.html The Family Village Web Site http://www.familyvillage.wisc.edu/
IHT: Special Report: International Education International Summer Camp montana; International University, Geneva; ISG; John F AFresh Look at 'special needs'. they are now known as ''learning disabled'' in the http://www.iht.com/IHT/SR/021599/
Extractions: The IHT would like to thank the following advertisers who appeared in the February 15, 1999, Special Report on International Education A.C.F. Aiglon College A.I.S.S. American School American University, Washington A.S.A. Bennington College Berlin International School B.L.S. British Institute of Florence Camp Watonka Cardozo School of Law C.L.E. Darden School Foundation Ecole Active Bilingue Ecole des Hautes Etudes Internationales Ecole Lemania E.S.C.P. ESMOD Eurecole Fachhocchschule Hamburg George Washington University Harvard University Graduate School of Design Haus der Technik High Adventure Camp Hochschule Bremen Hotelconsult I.F.A.M. IHTTI Institut de Francais International School of Amsterdam International Summer Camp Montana International University, Geneva I.S.G. John F. Kennedy Intl School John Hopkins University Judson School Harvard Summer School Katz Graduate School of Business Lennen Bilingual School London School of Journalism Manhattanville College Massachusetts Institute of Technology Millefeuille Provence National Camp Association New England Villages NIMBAS Pace University Pok-O-Maccready Preston University RICHMOND Ross University Rotterdam School of Management St John's University Salem College Sections Internationales de Sevres Sorbonne Sotheby's Institute Sprachen und Dolmetscher Institut Munchen Stanford Summer Session Tabor Academy TAFT Tasis Touro Law Center Touro University International Tufts University Universite Aix-Marseille University Medical School of Debrecen University of California, Riverside
NAME AND DEGREE: intervention services for children with special needs at the quality of life fordevelopmentally disabled citizens of YEAR, awarded by the montana Chapter of http://www.msubillings.edu/ncate/Vitae/Kelker NCATE Vita.htm
Extractions: NAME AND DEGREE: KATHARIN ALCORN KELKER, Ed.D. TITLE: Assistant Professor DEPARTMENT: Special Education, Counseling, Reading and Early Childhood FACULTY: Special Education Faculty APPOINTMENT: Tenure Track Appointment ACADEMIC DEGREES Degree Institution Date Area Ed.D. Montana State University- Bozeman May 1993 Special Education/Adult and Higher Education M.S. Eastern Montana College June 1980 Educationally Handicapped, with High Honors BA Hiram College June 1965 English, Summa Cum Laude PROFESSIONAL EXPERIENCE Dates Organization Position 2000 to Present Montana State University Assistant Professor Billings, Montana Montana State University Adjunct Professor Billings, Montana Parents, Lets Unite for Kids Executive Director Yellowstone West/ Carbon County Special Services Cooperative Teacher Laurel, Montana Little Forest School Lead Teacher Los Alamos, NM Montview Community School Administrator Denver, Colorado Luke Air Force Base Day Care Administrator Glendale, AZ Upward Bound Instructor Temple Buell College Denver, CO Park Hill Elementary School Fourth Grade Teacher Southern Connecticut State College Instructor New Haven, Connecticut
The Special Education Parent's Advocacy : Petitions A ruling from the Office of Civil Rights in montana states The to the fact thatit discriminates against children with special needs and the disabled. . http://www.nailhead.org/sepa/petitions.html
Extractions: News Petitions Links Contact us Petitions 1. EARLY YEARS SCREENING Please sign this petition to support a measure to establish a schedule whereby all students are screened for learning disabilities, such as auditory and visual dyslexia. This could be a simple checklist. However, it needs to be done often in the early grades to catch problems early. Huntsville City School Administration maintains that early years screening is in place already, but too many children are missing the fundamentals when their problems, if recognized, could be effectivley dealt with. The schools screens for scoliosis, hearing, and vision. In order to give our children a good start, we also need to identify learning disabilities early: Sign this Petition Your Name: City: State: E-Mail: View the Results Optional 2. OPEN THE OCCUPATIONAL DIPLOMA TO ALL STUDENTS Please sign this petition in order to support a measure that would allow regular education students as well as special education students access to the Occupational Diploma. The quality of program and opportunities for those pursuing the Occupational Diploma will be greatly improve if all students have the option to pursue the Occipital Diploma. It would encourage the practice of allowing special education students to be educated with their non-disabled peers. Furthermore, the Occupational Diploma as it stands may be illegal because only special ed kids can have it, which puts a very obvious label on them. Please note: A ruling from the Office of Civil Rights in Montana states: "The Occupational Diploma Program has been found illegal due to the fact that it discriminates against children with special needs and the disabled."
Post-Crescent - Learnings Costly Curve Part of the solution may be labeling fewer students as disabled. montana. specialeducationresearch is not rigorous or coordinated enough to support needs http://www.wisinfo.com/postcrescent/news/archive/local_4981028.shtml
Extractions: Post-Crescent staff writer Freedom made the commitment to ensure all children equal access to a public education well before state and federal governments made it law in the early 1970s, he said. Yet, in times of tight budgets there is no denying the mounting cost of educating everyone from the blind, deaf and medically fragile to children with cognitive and emotional disabilities and speech delays. While Congress considers reauthorizing the 28-year-old law now known as the Individuals with Disabilities Education Act (IDEA), area school systems are picking up the bulk of the bill for an ever-growing number of special-education children. Two dozen Fox Valley school districts spent more than $62 million in district, state and federal dollars in the 2000-01 school year to educate 7,597 students with disabilities, according to the Wisconsin Policy Research Institute. In the coming school year, Freedom, with a total enrollment of 1,590, will spend $1.9 million of its $12.2 million operational budget educating 215 children with disabilities.
People With Special Needs Down Syndrome Report February 1999 effort to provide full support to disabled people including as much 52 Corbin Hall,the University of montana, Missoula, MT PEOPLE WITH special needs/DS REPORT, http://www.altonweb.com/cs/downsyndrome/pwsnmar96.html
Extractions: VOL. 16 #1 March 1996 EDUCATING RAFAEL. The 1-17-96 EDUCATION WEEK contains this article on DS/INCLUSION, plus OBERTI AND THE LAW (the case is one of 1/2 dozen on inclusion). The case indicates schools have the burden to prove why a student should not be included in a regular classroom. The Oberti's first took the school to court five years earlier, but lost. The Appeals judge in '92 said: "Inclusion is a right, not a privilege for a select few." The author (Lynn Schnaiberg) says the two sides to the case are speaking in different languages: the school saw Rafael as half-empty, but his parents saw him as half-full. In concluding OBERTI AND THE LAW Schnaiberg says: "Regardless of where educators stand philosophically on inclusion, many disability-rights advocates have made the link between inclusion and racial desegregation. And they warn that if schools don't move fast enough to better integrate their disabled children, the courts may step in to do the job for them." See Page 776 of the 21/28 December '95 NATURE for this report by the Harvard Department of Neurology (Bruce Yanker, Enders 260, 300 Longwood Ave., Boston, MA 02115). In the final paragraph the authors state that "increased generation of reactive oxygen species (ROS) may contribute to abnormal brain developmental and mental retardation in DS." Their final sentence says, "if there is in vivo confirmation then the neuro protective effects of antioxidants may provide an important therapeutic approach to mental retardation and the prevention of Alzheimer's disease in DS individuals."
People With Special Needs Down Syndrome Report April 1997 The University of montana through the affiliated Rural and clinics for the disabled(primarily concerned with DS PEOPLE WITH special needs/DS REPORT, NonProfit http://www.altonweb.com/cs/downsyndrome/pwsnapr97.html
Extractions: VOL. 17 #2 April 1997 NOTE: All articles and the I pronoun not attributed to others are written by or identify George R. Johnson, Robert's father. Robert is 25 years old and has Down syndrome. PUT PEOPLE FIRST. That was the admonition of H. B. Deets, Executive Director of the National Retired Teachers Association, (Division of AARP) in their January house organ. The fundamental goal of our publication is to educate, motivate and elucidate and as many readers realize, we highlight special efforts from time to time such as the strengthening and modernizing of the IDEA and that is why this issue hits that subject so hard and with your support our country will do it. Quoting Deets: "It's time to govern. That means putting aside partisan political interests and putting the interests of the American people first. Following the electionin which less than half of those eligible votedboth parties talked of bipartisanship and cooperation. We hope this talk of bipartisan cooperation will result in bipartisan solutions." We will be pleased to send his entire column to all who send a SASE. IDEA.
Extractions: Bulgaria Since the late 1980s a new topic in Bulgarian librarianship has been developing, and the Bulgarian National Library has initiated a new service area: library services to disadvantaged persons. This paper briefly describes the main trends and activities that have occurred during the period of 1990-1996: research projects; education and training of library staff; joint activities by the National Library and some public libraries; and international cooperative ventures. The paper also describes the socalled "special" libraries, which serve specific groups of disadvantaged persons: prisoners, hospital patients, and visually impaired persons. Also included are the results from research during the 1990s showing the current level of library services to each of these groups. The paper concentrates on the pioneering efforts of three large public libraries. The favorable as well as adverse conditions under which they operate are described, as are their service programmes to disadvantaged persons and the results of such programmes.
Governing.com/archive/2002/oct/speced.txt the students, says Bob Runkel, montana's specialeducation director This is whylearning disabled kids are for kids with really special needs, according to http://governing.com/archive/2002/oct/speced.txt
USCS: Charter Schools And Special Education are all over the map on disabled students, p Asked Questions Concerning Charter Schoolsand special Education, State montana, Not applicable, No charter school law. http://www.uscharterschools.org/lpt/uscs_docs/4
Extractions: Project FORUM at National Association of State Directors of Special Education (NASDSE) is a cooperative agreement funded by the Office of Special Education Programs of the U. S. Department of Education. The project carries out a variety of activities that provide information needed for program improvement, and promote the utilization of research data and other information for improving outcomes for students with disabilities. The project also provides technical assistance and information on emerging issues, and convenes small work groups to gather expert input, obtain feedback, and develop conceptual frameworks related to critical topics in special education.
Archived: OSEP Program Support Services Group the bachelor's degree level, and with montana State University or at high risk ofbecoming disabled, or both and limited focus on the special needs of children http://www.ed.gov/offices/OSERS/OSEP/Programs/PersPrep.html
Extractions: The purpose of this program is to help address State-identified needs for qualified personnel in special education, related services, early intervention, and regular education to work with infants, toddlers, children, and youth with disabilities; and to ensure that those personnel have the research-validated skills and knowledge to perform their jobs effectively. Training programs for special education, related services, early intervention and leadership include both doctoral and post doctoral level training in research, administration and personnel preparation. Grants are awarded to institutions of higher education, State educational agencies, and other appropriate nonprofit agencies. Program Activities: Personnel to Serve Children with Low-Incidence Disabilities
Academic Gains Of Learning Disabled Students was made by the mildly learning disabled student. schools and school wide achievement{special issue Inclusive Education in Billings, montana A Prototype for http://www.uu.edu/programs/tep/research/singleton.htm
Extractions: in Inclusion Classrooms Ann H. Singleton University of Memphis Students with Learning Disabilities Academic Gains of Learning Disabled Students in Inclusion Classrooms Even though people with disabilities have always been a part of society, the issue of diversity was not openly addressed during the early years of education in the United States. Many states had laws permitting schools to deny enrollment to children with disabilities As schools began to accept more responsibility for educating persons with certain disabilities, the practice of segregation was common. It was not until 1954 that the United States Supreme Court declared it unlawful to segregate students according to race (Brown v. Topeka Board of Education). This new civil rights movement has accelerated in the last twenty years with more and more persons with disabilities included in general education classes. One national legislation addressing the specific issue of including persons with disabilities in general education classes, The Individualities with Disabilities Education Act (IDEA), has also increased the practice of including students with disabilities in general education classes. The purpose of this paper is to examine the literature addressing the issue of academic gains made by students with learning disabilities in a regular classroom setting.
ParaPros is very important for children with special needs. disabled students might be separatedfrom classmates montana Paraeducator Development Project http//www http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/ParaPros.html
Extractions: While certified or licensed professionals are ultimately responsible for success and safety of the students in our classrooms, those tasks would be much more difficult if it were not for paraprofessionals. They have become essential providers of special education support in our schools. In recent years, paraprofessionals have typically been hired to serve in inclusive classrooms. Most assist teachers with the entire class roster, meeting the needs of certain students with disabilities while assisting others too. Some serve as "one-to-one" aides, solely serving the needs of a student with a severe disability. Paraprofessionals work as support personnel under the supervision of certified school professionals. Paras serving in special education positions assist teachers in both instructional and/or non-instructional tasks. Paraprofessionals are known by a variety of job titles, depending on the school district and assigned duties. Some of the more common professional names are: -parapro Paraprofessionals enter their educational employment from a variety of backgrounds. Many have parental and child care experience, some have none. Some have had years of experience as assistants or volunteers in educational programs, others have no such experience. Some lack a high school diploma (or equivalent), while others may possess a college degree. The minimum amount of educational training and experience required of a paraprofessional is usually determined by the individual school system
School Culture Eastern montana College. education with their same age, non disabled peers includeinstitutions, residential treatment centers, and segregated special schools. http://www.educ.wsu.edu/tl300/school_culture.htm
Extractions: A MULTICULTURAL PERSPECTIVE OF CLASSROOMS: SOME THOUGHTS TO CONSIDER There is a fundamental tension in education in the United States. "On the one hand, 'everyone knows' that some children are more likely than others to become fully literate; on the other hand, our society is founded on the notion of equality of educational opportunity" (Calfee and Nelson-Barber, 1991, p. 44). These authors challenge their readers to think critically about some of the prevalent assumptions concerning children's capacity for learning, their motivation and attention, their language use, and the role that school plays in the process of promoting competence in reading and writing. They frame the discussion around the following "tensions:" It is well known that students enter school with varying kinds of experiences, but how these experiences are perceived contributes to how we organize our classrooms, plan our lessons, and treat students. For many teachers, these differences are viewed from a deficit perspective: some students enter our classrooms at the right 'level' and others enter already behind in kindergarten. From this perspective, student diversity disrupts the effective operation of a classroom organized around a fixed set of curricular objectives and methods. However, another perspective values diversity because of the opportunity it provides to engage students in the multiculture~ that is American society (Calfee and Nelson, Barber, 1991).
SearchUK - Finds It Fast! montana School For The Deaf And The Blind in addition to visual impairment are disabledby other A national school providing for the special educational needs http://www.searchuk.com/Top/Reference/Education/Special_Education/Schools/Visual
Keeping A Promise thousands of miles away in montana school districts The greatest percentage of specialneedsstudents at MCPS - about 80 percent - are learning disabled. http://www.missoulian.com/specials/edu_for_evo/story01.html
Extractions: Back to story index Education for Everyone Keeping a promise Wroudy Stephens, right, works on math problems with peer tutor T.J. Vandehey last month at Stevensville High School, where special education students are mainstreamed into regular education classrooms. Stephens, who has Down syndrome, spent eight years in a resource room for special-needs students, but didn't learn to count until he joined regular math classes with his peers. Photo by TOM BAUER /Missoulian By JANE RIDER of the Missoulian Debate continues over how to provide special education 27 years after passage of landmark legislation A generation ago, the federal government made a promise and the doors of schoolhouses across the country opened for the first time to children with disabilities. What greeted those children was far from ideal during those early years. "I do remember those first jobs, literally teaching in the stairwells or in a room in the basement," said Mary Rector, a Sentinel High School special education teacher who earned her degree back East in 1976, a year after the Individuals with Disabilities Education Act was enacted. Virginia Deland, a Missoula mother whose daughter was 7 years old when schools began accepting students here, recalls those early days, as well.
