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New York Disabled & Special Needs Schools: more detail

The "Special Act" public school districts in New York state: helping children with special needs reach higher academic standards.(No Child Left Behind ... International Journal of Instructional Media by Jim Donlevy, 2004-03-22

Schooling Children With Down Syndrome: Toward an Understanding of Possibility (Special Education Series (New York, N.Y.).) by Christopher Kliewer, 1998-04-01

From "Backwardness" to "At-Risk": Childhood Learning Difficulties and the Contradictions of School Reform (Suny Series, Youth Social Services, Schoo) by Barry M. Franklin, 1994-07

Preparing for inclusion.: An article from: Child Study Journal by Mary Beth Henning, Linda Crane Mitchell, 2002-03-01

lists with details

Council Of Parent Attorneys And Advocates NewsWatch
Approved For 'Partial' Victory new york Law Journal, 4 DCPS Settles Two special EducationLawsuits Press Opportunity Growing for disabled Students Rights LA
http://www.copaa.net/newstand/newslist.html

Extractions: please send relevant information to: COPAA NewsWatch The Disabilities Act Is Creating a Better Society [ Wall Street Journal William Raspberry: Claims Against Common Sense [ WashPost Reactions to Raspberry column [ JFA With Friends Like These...(Olmstead) [ Law News Network Study Suggests Employees Treated Unfairly Under ADA [ The Connecticut Law Tribune: The AMA, The ADA and Hearing Interpreters [ AMA Position Paper Sept 1998] NIH Statement: Diagnosis and Treatment of ADHD [ NIH Brain Differences Found with ADD [ MSNBC Differences Found in Hyperactive Kids' Brains [ LATimes A Banc One Executive Finally Masters Dyslexia [ Wall Street Journal With Judge's Nod, Student Takes to Ice [
ECS Education Issue Document
a physical handicap and those who are learning disabled. The state of new york hasseveral different types of of time students receive special education and
http://www.ecs.org/clearinghouse/14/99/1499.htm

Extractions: ECS StateNotes Special Education - Finance Education Commission of the States 700 Broadway, Suite 1200 Denver, CO 80203-3460 303-299-3600 fax 303-296-8332 www.ecs.org Special Education - Finance September 2000 States have chosen several different ways to incorporate the higher cost of educating a special education student into their financing formulas. Some states, such as New Hampshire, simply weight all special education students the same in their formulas. This means that a student with a substantial physical disability has the same weight as a student with a minor reading disability if both students are enrolled in special education programs. Some states have created subcategories of special education students and provided each of those with a specific weight (e.g, South Carolina and Texas). Another approach is to weight a student based on his or her ability to spend time in a regular classroom (e.g., Iowa). This system provides the student a higher formula weight for the extra time he or she must spend outside of a regular classroom. A fourth approach is to provide all special education students with a single weight plus an additional weight based on the districts financial need (e.g., New York). A further description of each of these systems, along with Web links, can be found below.
ECS Issue Site: Special Education (Selected Research )
University of the State of new york, State Education Rethinking special Educationfor a new Century Although to disciplinary action for disabled students and
http://www.ecs.org/html/IssueSection.asp?issueid=112&s=Selected Research & Readi
AFT: Publications: PSRP Reporter: Winter 2003 Special Staff For Special Kids
veteran paraprofessional works with disabled preschool kids says Louise Tangorra,a new york City paraprofessional joint training with special education teachers
http://www.aft.org/publications/psrp_reporter/winter2003/feature.html

Extractions: PSRPs play vital role in providing services to the students who need them the most At A ndrew J ohnson E lementary S chool in Oklahoma City, the principal sometimes takes applicants for jobs as special education paraprofessionals on a school tour. They usually stop in Terry Goforth's room, where the veteran paraprofessional works with disabled preschool kids. That's often the last time Goforth sees the job applicants. "Once they get a view of what's involved with the job and the pay," they decide they can't handle it, says Goforth, a member of the Oklahoma City Federation of Classified Employees. Of the six children in her roomstaffed by a teacher and two education assistantsonly one can walk on her own. The job applicants "are just not prepared for special education," Goforth says, adding that starting pay for some positions works out to less than $9,000 a year. Wilma Rose, a Colorado paraprofessional working as an occupational and physical therapist, knows exactly what Goforth is talking about. "It's hard to find someone who will stay with it because of the needs that are required," says Rose, a member of the Colorado Classified School Employees Association who works in Brighton, Colo. Some of the duties are "not fun," as she delicately puts it.
AFT: About AFT: An Issues-Driven Union
former paraprofessionals teaching in the new york City schools. and misuses of somespecial education programs in the classroom are met ¬ disabled students can
http://www.aft.org/about/issuesdriven.html

Extractions: AFT Home AFT History Mission Statement A Proud Tradition ... A Commitment to Quality An Issues-Driven Union A Tradition of Social Justice AFT President Sandra Feldman AFT Secretary- Treasurer Edward J. McElroy AFT Executive Vice President Nat LaCour ... Resolutions An Issues-Driven Union Health Care Quality. Status of paraprofessional workers. Privatization. After a period of public-spirited goodwill, the AFT became the first organization to call for public scrutiny of private management firms operating in public schools, and the union remains a leader in this effort. The AFT analyses of educational and business irregularities in the operations of Education Alternatives, Inc., a for-profit company brought in to manage schools in Baltimore and Hartford, led to newspaper and television news investigations, and hastened the departure of EAI from those cities. There is no evidence that privatization, in and of itself, will improve student achievement. The AFT will continue to promote proven school-improvement methods, such as high standards for conduct and achievement, and to call for vigilant oversight of education contractors. Vouchers.
7Online.com: Twins Who Changed The Way NYC Deals With Special-Needs Students Gra
Mother Alba was the first significantly disabled youngster to be fully integratedinto the new york City public The girls' mother, a special ed advocate, was
http://abclocal.go.com/wabc/news/WABC_ourschools_062402specedgrad.html

Extractions: Quick Links News 7 On Your Side 7 On Call The Investigators Our Schools Technology- The Tech Guru Streaming Video Weather 5-Day Forecast At a Glance Watch the Forecast Interactive Get Your 7online.com Desktop Alert ENews Alerts Behind the News with Bill Ritter Message Boards Sports New York Teams ESPN Headlines Entertainment Celebrity Headlines Movies Lottery On TV Your TV Schedule Shows on ABC 7 Health Dr. Jay ABCNEWS.com Health Headlines Technology The Tech Guru Traffic and Live Cameras Tri-State Maps Text Updates Traffic Cameras Views Around NYC Live Cams around the U.S. About ABC 7 News Team Bios Contact Us Jobs at ABC 7 (New York-WABC, June 24, 2002) Monday was graduation day for twin sisters who played an important role in changing special education in New York City. Nine years ago, with help from then President Clinton, Alba and Anastasia Somoza started their campaign to help students with severe disabilities, including themselves. The former president spoke at their commencement ceremony Monday. Education Reporter Celeste Ford has the story.
General DisAbility Resources
The new york Institute for special Education; The Project dERE disabled ElectronicResource Exchange Project Inc; The Warm Springs Resource Center for
http://www.makoa.org/general.htm
IDEA FULL FUNDING ACT OF 2000
girl in Los Angeles, CA or new york City can Thus, the best means of helping disabledchildren is education suited to their child's special needs, instead of
http://www.house.gov/paul/congrec/congrec2000/cr050400idea.htm

Extractions: OF TEXAS [Page: E634] IDEA may also force local schools to deny children access to the education that best suits their unique needs in order to fulfill the federal command that disabled children be educated `in the least restrictive setting,' which in practice means mainstreaming. Many children may thrive in a mainstream classroom environment, however, some children may be mainstreamed solely because school officials believe it is required by federal law, even though the mainstream environment is not the most appropriate for that child. On May 10, 1994, Dr. Mary Wagner testified before the Education Committee that disabled children who are not placed in a mainstream classroom graduate from high school at a much higher rate than disabled children who are mainstreamed. Dr. Wagner quite properly accused Congress of sacrificing children to ideology. Increasing IDEA spending also provides incentives to over-identify children as learning disabled, thus unfairly stigmatizing many children and, in a vicious cycle, leading to more demands for increased federal spending on IDEA. Instead of increasing spending on a federal program that may actually damage the children it claims to help, Congress should return control over education to those who best know the child's needs: parents. In order to restore parental control to education, I have introduced the Family Education Freedom Act (H.R. 935), which provides parents with a $3,000 per child tax credit to pay for K-12 education expenses. My tax credit would be of greatest benefit to parents of children with learning disabilities because it would allow them to devote more of their resources to ensure their children get an education that meets the child's unique needs.
Brooklyn Public Library Ulmer Community Directory
an online guide to new york City's public Brooklyn School for special Children 376Bay 44th opportunities or handicapped; Training learning disabled in useful
http://www.brooklynpubliclibrary.org/branches/branches/ulmer2.htm

Extractions: Emergency Numbers (police, fire, hospital) Schools (pre-K-12 public, private, special needs) Higher Education (2-4 colleges and universities) Adult Learning (ESL, GED, literacy) Social Services (clinics, counseling, employment) Civic and Merchant Groups (local development, tenant and housing) Community (board, groups, polling places) Recreation (parks, swimming pools, social groups) Religion (houses of worship, religious clubs) Special Events (annual events in Bensonhurst community) Elected Officials (local and state) EMERGENCY NUMBERS
NYSTEprepSPED
The rights of all students (disabled or not when a student is identified as havingspecial needs. curriculum (required of students in new york State unless
http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/NYSTEprepSPED.html

Extractions: (The special education law that guarantees certain rights for students with disabilities) "IDEA" (say each letter when pronouncing the term) stands for "Individuals with Disabilities Education Act" (replacing the earlier title of "Education of All Handicapped Children Act") It is the reauthorization of P.L. 94-142 which was signed into law in 1975 by President Gerald Ford. Back then, it was known as the "Education of All Handicapped Children Act" . It has been amended several times over the years, including a change in title because the word "handicap" is now politically incorrect and the law serves individuals up to age 21, not just children. The most recent version was signed by President Clinton in June 1997. The law is now referred to as: " I.D.E.A.97 -95% of the law went into effect immediately -the rest went into effect on July 1, 1998
Learning Support For Disabled Students: Chapter 10.2
Students with special requirements can attend in by anecdotes provided by disabledstudents which Barcelona), Hungary, Belgium, Scotland, Uganda, and new york.
http://www.glos.ac.uk/gdn/disabil/overview/ch10_2.htm

Extractions: Previous page Table of Contents Next page Having established the overall context within which a department operates its fieldwork requirements, specific arrangements will need to underpin the selection of field class destinations and sites, associated travel and activities. Students may need to be reminded to complete declarations of their particular needs. This will alert tutors to specific needs which will require accommodating somewhere, and the data from which will increasingly inform the general practice in considering the advantages and disadvantages of particular destinations, travel arrangements and sites. The general characteristics of the activities which will be undertaken on arrival will also need careful consideration. There are many examples of good practice in this area, and authoritative guides on meeting particular needs (Boxes 24 and 25). The Open University is one of the largest providers of courses in geography, earth and environmental sciences in the UK and routinely runs sets of field classes involving hundreds of distance-learning students. Since the majority of these are mature entrants who chose to participate in a degree course, the number of disabled students tends to be disproportionately high. As a consequence the University is experienced and has a positive and supportive approach to disability, and clear policies on inclusion. It has developed an extensive range of guidance notes for course tutors, and excellent documentation which goes out to students considering their attendance at a residential school. The University will also provide (and pay for) personal helpers, who may be family members if this is most appropriate (see
Special Education In New York State
special Education in new york State Parents' Perspective. new york has been the sloweststate in the school and social settings, depriving disabled children of
http://www.cqc.state.ny.us/publications/pubsped.htm

Extractions: Parents' Perspective April 1990 New York State has made progress in providing for the education of children with handicapping conditions, as reflected by the high level of satisfaction received by parents surveyed in a study conducted by the Commission, which administers the federally-funded Protection and Advocacy for the Developmentally Disabled (PADD) Program The survey is the largest statewide study of the problems encountered by parents in securing the 'free and appropriate" education guaranteed under law and was conducted under a grant from the State Developmental Disabilities Planning Council. Despite the satisfaction reported by parents, the Commission report states that there is much that needs to be done. New York has been the slowest state in the nation to integrate disabled and non-disabled children in school and social settings, depriving disabled children of growth and enrichment opportunities. "Children with handicapping conditions all too often remain a segregated minority in our schools," said Clarence J. Sundram, upon the report's release. "Indeed, in the fifteen years since the passage of the federal Education of All Handicapped Children Act, the proportion of children with handicapping conditions who are educated in segregated facilities has remained virtually unchanged." Consistent with this goal, the Commission report found that parental satisfaction is strongly affected by the extent to which their children are academically and socially integrated with non-handicapped children.
ESL In Special Education. ERIC Digest., Cloud, Nancy
Division of special Education, new york City Board been remiss in addressing thisspecial need impaired, visually impaired, learning disabled, mentally retarded
http://ericae.net/edo/ED303044.HTM

Extractions: From the ERIC database Cloud, Nancy The presence of limited-English-proficient (LEP) students in special education settings has raised a number of questions about the special needs of these students and about effective ways to meet these needs. Just as special education students require specialized instructional programming to account for identified disabilities, mainstream LEP students require tailored educational services that account for their second language status. It is, therefore, reasonable to posit that exceptional LEP students require highly specialized programs formulated on a well-articulated, integrated knowledge base from special education and bilingual/ESL education. SPECIFIC NEEDS OF SPECIAL EDUCATION STUDENTS Special Education is instruction designed for students who require some degree of modification in their educational programs because of intellectual, emotional, sensory, or physical impairments (Glass, Christiansen and Christiansen, 1982). Modifications may include special curricular materials, specialized teaching strategies or behavior management techniques, and specially- designed equipment or facilities. Students with mild disabilities can succeed with modifications in mainstream classrooms. Other students whose disabilities range from moderate to severe in nature require placement in special settings. All special students, regardless of the type or degree of disability, share certain rights and needs, including:
Boston Globe Online / Editorials Opinions / Real Dollars, Real
of the child with severe special needs, nor look who is profoundly retarded, physicallydisabled, emotionally disturbed Copyright 2003 new york Times Company
http://www.boston.com/dailyglobe2/070/oped/Real_dollars_real_needs .shtml
A Guide To Special Education. New York State United Teachers.
they need to help them attain new york State's learning A child would be considered disabled under Section 504 but does not need special education provided
http://www.nysut.org/specialed/faq.html

Extractions: A Guide to Special Education Produced by New York Congress of Parents and Teachers, Inc. (NYS PTA) and New York State United Teachers (NYSUT) What is special education? Who are the members of the Committee on Special Education and Committee on Preschool Special Education? What is the role on the committee of the general education teacher (sometimes referred to as the "regular" education teacher)? What is included in a student's Individualized Education Program (IEP)? ... Where can I find more information? 1. What is special education? Special education means specially designed instruction, services or programs, provided at no cost to the parent, to meet the unique needs of students with disabilities. Special education services and programs may be provided individually to a student or in a group with other students with similar educational needs. Each school district's Committee on Special Education makes recommendations about appropriate special education services and programs, which are described in detail in a written plan for each child, known as the Indivdualized Education Program (IEP). Special education may include specially designed instruction or supplementary instruction and services provided in the general education class, help from a consultant teacher, resource room programs, special classes, home and/or hospital instruction or programs and services provided in other public or private schools.
State Regulation Of Private Schools - New York
new york's Human Rights Law prohibits employment discrimination based 1/4 mile exceptdisabled students receive students with disabilities special services or
http://www.ed.gov/pubs/RegPrivSchl/newyork.html

Extractions: State Regulation of Private Schools - June 2000 New York New York has operated without mandatory registration for private schools since its state statute was struck down in 1948. Packer Collegiate Institute v. University of New York, 81 N.E.2d 80 (1948). Registration/Licensing/Accreditation: A New York registration statute that conferred comprehensive power on the Board of Regents to regulate the registration of nonpublic schools was held invalid under the state constitution in 1948. Packer Collegiate Institute v. University of New York , 81 N.E.2d 80 (1948). Recordkeeping/Reports: Length of School Year/Day: Instruction in English: Teacher Certification: Curriculum: Discrimination: Special Education: Health Safety: Administrators of private schools, i.e. Transportation: The New York Constitution allows the state legislature to provide transportation for students to and from private schools. New York Const. Art. XI, Sec. 3. Non-city school districts are required to provide transportation up to 15 miles, is provided for all children residing within the school district who are in need i.e.
Dual Exceptionalities
learning disabilities or other special needs (ADHD, Asperger's Parents of Gifted/LearningDisabled Children, Inc Child Study Center new york University School of
http://ericec.org/fact/dualexep.html
Disability Links - Text Version
special Olympics; Travel Services; United States Cerebral Palsy Forum; WNY Associationfor Learning disabled; Western new york Regional Information Center;
http://www.opportunitiesunlimited.org/txtotherlinks.htm

Extractions: Site Map Yahoo Search options return home return to top of page ... return home return to top of page ... return home University at Buffalo Community Employment Office Next Steps Magazine Niagara University ... return home Alzheimers Association American Cancer Society American Diabetes Association Arthritis Foundation WNY Chapter ... Cystic Fibrosis Foundation of WNY - National site with a WNY information page Dyslexia, the Gift Health Association of Niagara County (HANCI) Mental Health Association in Niagara County, Inc. - National site with a WNY information page Multiple Sclerosis Society of WNY - National site with a WNY information page Niagara County Drug Task Force Niagara Hospice - National site with a Niagara information page Project HIIT: Internet for the Hearing Impaired Stuttering Home Page WEB Server for the Visually Handicapped Winners on Wheels Online ... About.com colleges and disabilites
Home Page
Provides comprehensive therapeutic theatre workshops to populations with special needs, through a Category Health Mental Health Expressive Therapies Psychodrama Creative Alternatives of new york provides comprehensive therapeutic theater DevelopmentallyDisabled Adults, 2.1%. TriState region, to the special places most
http://www.cany.org/home.htm

Extractions: Mission Statement: To encourage the growth and health of the individual and the community through the use of creative expression. Creative Alternatives of New York provides comprehensive therapeutic theater workshops to populations with special needs. A unique combination of theater and modern group psychotherapy, CANY helps clients access their most challenging life issues by guiding them through a series of imaginary scenes, where participants make metaphoric choices that reflect personal difficulties, dilemmas and dreams. During these workshops, destructive, repressed and otherwise blocked energies, find constructive outlets that build ego strengths and enhance social interaction. Board Member, and former CANY workshop leader, Susan Sarandon ... this belief is being proven on a daily basis. I saw firsthand the power of this program to awaken the creativity and imagination in people with troubled lives.
Insideschools.org - Information On Special Education
IEP, which will determine how a disabled child is 9779 ext.10 Parent to Parent NewYork, Inc./ NYS 4945122 Resources for Children With special needs, 200 Park
http://www.insideschools.org/view/info/info_speced

Extractions: Special Education Under the Individuals with Disabilities Education Act - IDEA -, children with disabilities and their parents have many important rights. The law is complicated, so if your child is being considered for special education or already in such a program, it's wise to contact an attorney or advocate to learn how the law applies to your situation. What Your Child is Entitled to Under Federal Law IDEA guarantees a "free appropriate education" - FAPE - to children with disabilities. The law also seeks to ensure that children with disabilities are, to the maximum extent appropriate, educated alongside non-disabled children and given access to the grade-appropriate curriculum. This means that a district should make every effort to ensure children receive services and supports to allow them to stay in a regular classroom, unless it is clear this is not beneficial. Children who cannot be educated in a regular classroom, even with supports and services, can be placed in separate classes or schools especially for children with special needs. However, often those settings do not enable children to meet educational standards. If no appropriate public school programs are available, children may be entitled to free tuition at a private school. Evaluations and Individualized Education Plans

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