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.
Services collection of individually catalogued special education materials for of disabledand nondisabled puppets that is sponsored by the nebraska Elks Association http://www.esu10.k12.ne.us/cozadcenter/services.htm
Extractions: SERVICES Media Center: The Cozad Center's Media Department continues to maintain an extensive collection of individually catalogued special education materials for check out to any teacher or parent of a child with a disability. A maximum of four items may be checked out for a period of four weeks. Items may be renewed by contacting the Center. Renewal will depend upon demand of the item. Materials may be obtained by telephone request, written request, or walk-in. There is a cost to using the library. You will be charged for postage to send the materials to you. It will be the borrow's responsibility also to pay return postage. CONSULTATION, ASSESSMENT, AND STUDENT SUPPORT (CASS) SERVICES CASS Services can provide evaluation or consultation for preschoolers and school age children working in partnership with schools, families, and state agencies. An array of service tailored to the individual referral needs can be provided at the school site (1 or 2 days with follow-up) or at the Center if a residential evaluation (1 or 2 weeks) is warranted. The Center is known for the residential component but recognizes that some referral needs can best be met in the school environment.
Bilingual Education In California -- Unz Initiative US Supreme Court in Meyer v. nebraska (1923 often diagnosed as slow learners, learningdisabled, or mentally special needs is today's stigmatizing label. http://ourworld.compuserve.com/homepages/JWCRAWFORD/impact.htm
Extractions: USC Poll "English for the Children" here's a goal that virtually all Californians can support. But is that the likely outcome of Ron Unz's anti-bilingual initiative? Or would an English Only law prove harmful to limited-English-proficient (LEP) students, retarding their academic progress and denying them an equal chance to succeed? As drafted, the Unz initiative is complex, confusing, and radical. If it passes next June, the final word on what it means, how it would work, and whether it's constitutional would surely be decided in court. Yet California voters need to consider its potential effects before casting their ballots. For 1.4 million schoolchildren, the stakes are high. Unz would permanently outlaw one way of teaching these students and mandate another. Few exceptions would be allowed, regardless of the wishes of parents, educators, or school boards. This is not an experiment to see which approach works best, or a pilot program that would be subject to change. Once enacted, the English Only mandate could not be amended or repealed without a two-thirds vote of the legislature, as well as the governor's signature. So we'd better look carefully at the text of the initiative and attempt to gauge its potential impact. First, we'll need to flush out a few canards.
Director Of Special Education Level III model of nebraska's law for service to the disabled. Certification or LicensureAppropriate nebraska Administrative Certificate. special Requirements http://policy.mpsomaha.org/administration/2100r10.html
Extractions: Administrator Job Description Title: Director of Special Education Reports to: Associate Superintendent for Educational Services General Summary: Designs, develops and delivers those programs and services determined appropriate for those students with verified special needs; evaluates programs, services and personnel, as assigned.
Special Educators Start Here! the education of exceptional or disabled students, and/or What's Up Newsletter ASpecial Education newsletter Training Center and the nebraska Department of http://www.fapeonline.org/Special Educators Start Here.htm
Extractions: What is FAPE? FREE APPROPRIATE PUBLIC EDUCATION - In order to comply with the federal mandate (Public Law 102-119, known as the Individuals with Disabilities Education Act, Part B (34 CFR Parts 300 and 301 and Appendix C) that all disabled children receive a free appropriate public education, a school district must provide special education and related services at no cost to the child or her/his parents. Resources for Special Education Teachers Professional Development - Professional Development Resources By Topic Alphabetically A B C D ... Z By Format Select a Format ASPIIRE Partner ASPIIRE Partner and ILIAD Partner Audiocassette Book Brief or Topical Brief CD Handbook, Guide, or Manual
Gsa208 IDEA related services to disabled children on to special education programs. NebraskaContract, page 81. services for children with special needs from birth http://www.gwu.edu/~chsrp/Fourth_Edition/GSA/Subheads/gsa208.html
Extractions: Schools and MCOs will be required to communicate with one another regarding any further needs the child might have within and beyond the Basic Benefit Package as well as coordinate the care the child receives from the Department of Education. MCOs will be required to work with local School Districts, the Division of Public Health, and other appropriate providers to create and implement procedures for linking and coordinating services for children who attend school and receive medical services under the auspices of Individualized Education Plans (IEP) or through similar school-based treatment plans, or who use medical services provided through School Based Health Centers. MCOs should coordinate plan benefits with these providers to prevent duplication of coverage, to assure medical necessity, and to provide for service delivery in a cost-effective manner. It is the desire of DHSS to move all provision of health care services into a managed care setting. In addition to supporting this goal, the present Administration supports maximizing the in flow of federal Medicaid resources to the State and school districts. School-based therapy services (e.g. occupational, physical and speech therapy) have therefore been excluded from the Diamond State Health Plan in order to further this second goal. Part B of the Individuals with Disabilities Education Act (`IDEA'), 20 U. S. C. 1400 et Seq., requires schools to ensure that special education `related services' (defined in section 1400 (22)) are provided in accordance with each disabled child's Individualized Education Program (IEP). To the maximum extent possible these children must be educated with their non-disabled peers. This least restrictive environment (LRE) requirement has been interpreted to mean that therapy services should be delivered on school premises. The June, 1997 amendments to the IDEA also require Medicaid's financial responsibility to precede that of the schools. 20 U.S. C. section 1412. Medicaid must either 'provide or pay for' these services in the first instance.
Child And Adolescent Behavior Healthy families strong communities - safe schools-. young children with specialneeds or developmental nebraska Early Intervention The Early Intervention http://www.balmoralfarm.ns.ca/resfacilities2.html
Extractions: Early Intervention Resources In terms of physical, intellectual, emotional and social well-being, the period from conception to age 6 is the key to subsequent growth, development and ultimate productivity. Pre-natally through the sixth year there are several distinct stages. They include: intra-uterine, intrapartum (the birth itself), postpartum (birth to 1 month), early infancy (the first six months), late infancy (6-12months), toddler (1 to 3 years), and the pre-school child (3-6 years of age). Children have different needs, depending on where they are within these stages.
Extractions: The writer, of Lawrence, KS, is Kansas/Nebraska director of the National Right to Read Foundation. I was saddened to see that Case School for Children with Learning Disabilities in Omaha has closed its doors because it was too costly for most families. Any school with the intention of meeting the needs of struggling children is an asset to the community. The unfortunate truth is that the label "learning-disabled that is put upon children who don't learn to read in a regular education classroom is, most of the time, wrong. Most of these children don't fail to learn to read because they are learning-disabled. The real culprits are poor classroom curriculum and instructional methods, commonly called "whole language". My oldest son was nearly labeled as one of the 16,000 learning-disabled youngsters in Nebraska. When he attended first grade in Omaha, he did not learn to read. His teachers recommended testing him to see what his learning disabilities were. My husband and I said "no thanks" to their suggestion of special education services and instead enrolled him in the Phoenix Academy of Learning in Rockbrook Village. He was taught Spalding phonics. In three weeks he learned to read, and by the end of 61 days he had jumped from a pre-primer reader to a child reading at the level of third grade, second month. Not so miraculously, his "disability" disappeared. It wasn't a miracle, because there was nothing wrong with him. Like many other children, he was simply being "disabled" by ineffective reading curriculum and instructional methods.
Classifieds Search Parenting special needs. http://adlistings.specialchildren.about.com/search/4/page_1.html
Extractions: Classifieds Search: Parenting Tools Keywords: Subcategory: select... Books CDs Videos Software Other Condition: select... New Like New Good Needs work Refurbished Manufacturer's Warranty: select... None 30 days 6 months 1 year More than 1 year Lifetime State: select... Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware District of Columbia 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 West Virginia Wisconsin Wyoming Other Country: select...
Severe Disabilities Publications of the developmentally and physically disabled (pp. NE Department of Education, SpecialPopulations Office assessment instrument, University of nebraskaLincoln http://www.unl.edu/spedsev/webpublications.html
Extractions: Selected Publications Ellin B. Siegel F ollowing is a list of my publications. You will find journal articles, book chapters, and manuals relating to the education of individuals with severe disabilities. I have primarily focused on learners with multiple handicaps or deafblindness within the areas of communication intervention, behavioral state, choice-making, instruction, and portfolio assessment. Books Journal Articles Manuscripts in Press Chapters in Press ... Other Publications An educational guide to IEP development and documentation: using a portfolio process for students with moderate and severe disabilities. Baltimore: Paul Brookes Publishing Co. Enhancing interactions with learners who communicate without symbols Baltimore: Paul Brookes Publishing Co. Communication based services for persons with Severe disabilities: A survey of speech-language pathologists working in North Carolina residential centers.
1994-1996 Undergraduate Catalog/University Of Nebraska At Kearney University of nebraska at Kearney. field for Communication Disorders majors, specialeducation and for persons working with the hearing disabled, nonverbal, or http://aaunk.unk.edu/catalogs/94-96cat/sped.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
Extractions: The Center participates with the University of Nebraska College of Dentistry in a program of rotations involving senior dental and dental hygiene students. The purpose of the program is to provide dental and dental hygiene students with: As a clinical rotation site, the Center provides dental students with eight blocks or three-week rotation periods during the school year. Dental hygiene student rotations are for one week. The rotation may be split between BSDC and another site. Supervision is provided by the BSDC Dentist. Students have the opportunity to observe, assist, and treat patients under this supervision and to complete assigned laboratory procedures. For more information, contact Robert Grow, DDS, (402) 223-7514, or by e-mail at:
Federal Consumer Information Center: Catch The Spirit for local, regional or state special Olympics competitions or other facilities fordisabled persons, or Arbor Day Foundation (located in nebraska City, nebraska http://www.pueblo.gsa.gov/cic_text/family/spirit/spirit.htm
Extractions: Ideas and information on how young people can help make their communities better places to live. In this fast-paced world of in-line skating and online computers, it's surprising there's time for you to attend classes, do homework, hold down a part-time job, take part in extracurricular activities and set aside time for fun and relaxation with family and friends. Yet despite busy schedules, many young people like you are concerned about what's going on in their neighborhoods and communities, and are looking for ways to get involved. Here are some facts: In a recent survey of nearly 1,000 young people commissioned by Prudential, 95 percent of those interviewed support volunteering.
