Oregon NIFLNET Team Members in LCCs Adults with special needs program; now to develop the Learning DisabilitiesTraining for oregon. grant between the ABSE, disabled Student Services http://www.nifl.gov/susanc/teambio.htm
Extractions: Oregon NIFLNET team: brief biographies Susan Cowles teaches basic skills to JOBS participants in a welfare-to-work program at Linn-Benton Community College. She helped develop the Math as Problem Solving workshop for the Northwest Regional Literacy Resource Center and she has been active as a staff development trainer in Oregon, Washington, Idaho, Wyoming, and Ohio. She is a founding member and the northwest regional representative of the Adult Numeracy Practitioners Network (ANPN). Susan served as the convenor of the Oregon Study group for the ANPN planning grant for adult numeracy standards and reform in mathematics instruction, funded by the National Institute for Literacy (NIFL). She is also a volunteer teacher trainer for Zero Population Growths Population Education Network . Susan has been named a Literacy Leader Fellow for 1996-1997 by the National Institute for Literacy. Diane Ferris teaches basic skills and GED Preparation at Portland Community College, where she specializes in mathematics curriculum development. She helped develop the Math as Problem Solving workshop, and has presented numerous staff development workshops throughout Oregon for the Office of Community College Services. Diane also has designed other mathematics curricula, authored software, and conducted workshops focusing on adult learners of mathematics. She was a member of the Oregon Study Group/ANPN planning grant, funded by the National Institute for Literacy (NIFL)
The Math Forum - Math Library - Disabled/Challenged including Mathematics, Learning disabled, Hyperactive (Attention Science Access Project oregon State University A group program for special needs students in http://mathforum.org/library/ed_topics/contexts_disabled/
Extractions: Equal access to software and information: an NSF-sponsored project to collect and disseminate information on tools that make these fields more accessible to professionals with disabilities. Online workshops, Webcasts, links to programs for the visually impaired, those with learning disabilities, the hard-of-hearing, social barriers to SEM access, resources for tactile graphics/three-dimensional models, etc. more>> Equal Access to Software and Information (EASI) An affiliate of the Association for the Advancement of Higher Education dedicated to disseminating up-to-date information about providing equal access to computing and information technology for persons with disabilities. E-mail Workshops, on-site seminars on Adaptive Computing, and assistance in making information technology accessible with the use of state-of-the-art adaptive computing technology are available for universities, colleges, schools, businesses, and non-profit organizations. more>> ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC) - Council for Exceptional Children (CEC), U.S. Dept. of Education
Extractions: version WEB EDITOR'S NOTE: The posted version of this story was edited January 30, 2003, to include a correction. Here's a summary of the $310 million in state program reductions scheduled to take effect with Measure 28's failure. The cuts represent savings for the final five months of the 2001-03 spending cycle. They are expected to continue - at a much greater level of savings - throughout the 2003-05 budget cycle. The specific reductions listed represent most but not all of the planned cuts. EDUCATION: $147 MILLION K-12 schools and Department of Education: $109.3 million
Oregon Caves National Monument $10 Golden Access Pass (disabled) Free Golden about operating hours, contact theOregon Caves concessioner special needs The cave tour is considered strenuous http://www.nps.gov/orca/home.htm
Extractions: Oregon Caves National Monument Informacion en Espanol Oregon Caves National Monument is small in size (about 488 acres), but rich in diversity. Above ground, the monument encompasses a remnant old-growth coniferous forest. It harbors a fantastic array of plants, including Douglas-fir tree with the widest known girth in Oregon. Four hiking trails access this forest. Below ground is an active marble cave created by natural forces millions of years in one of the world's most diverse geologic realms. The park service provides cave tours for a fee. Big Tree trail cuts across the heavily wooded slopes of Oregon Caves National Monument. The Monument is located in the heavily wooded Siskiyou Mountains of southwest Oregon. The climate of the region is strongly influenced by the ocean which contributes to relatively mild summers and winters as well as 50 inches of rain per year. The elevation at the Visitor Center is 4,000 feet and resulting in comfortable summer temperatures and snowy winters. The primary resources of the Monument include: Three and one half miles of marble caverns, old growth forest and a historic lodge. The caverns contain one of the largest assemblages of endemic cave dwelling insects in the United States and, recently, it has gained notoriety for the Pleistocene aged jaguar and grizzly bear fossils found in some of the deeper chambers.
SearchUK - Finds It Fast! TOP/Regional/North_America/United_States/oregon/Localities/P visually impaired andreading disabled to integrate guide for including special needs students in http://www.searchuk.com/Top/Society/Religion_and_Spirituality/Judaism/Education/
About_Bethel parents to provide services for disabled students more information, contact the SpecialServices Department registering their children in oregon schools for the http://www.bethel.k12.or.us/html/about_bethel.html
Health And Health Care In Schools - April 2001 In oregon, where the state in 1995 enrolled Supplemental Security Income (SSI) disabledbeneficiaries, including year found children with special health care http://www.healthinschools.org/ejournal/april_2.htm
Extractions: How One State Serves Children with Special Health Care Needs: Medicaid Managed Care in Oregon In Oregon, where the state in 1995 enrolled all its Supplemental Security Income (SSI) disabled beneficiaries, including children, into Medicaid capitated managed care plans, a survey completed last year found children with special health care needs doing as well at getting needed services as children in the general population. The only exception was children with asthma, who were included in the survey to test how well an "intermediate" category of special needschildren who have chronic but not disabling conditionsis faring under managed care. Parents of asthmatic children reported in telephone calls that they sometimes had trouble seeing specialists or getting needed devices. The survey also found that children with disabilities who are enrolled in capitated plans in Oregon seem to get health services comparable to those received by children with disabilities who remain in fee-for-service care. In both managed care and fee-for-service, parents of one in five children reported that the Oregon Health Plan would not pay for services they considered medically necessaryfor children with disabilities, that was likely to be therapies or equipment.
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
Portland Parks & Recreation Disabled Citizens Recreation Background The disabled Citizens Recreation (DCR) program special Interest ClassesDCR offers a variety of Helen's, Wildlife Safari, oregon Coast Aquarium, and http://www.parks.ci.portland.or.us/Parks/dcr/dcrprogram.htm
Extractions: Offering community-based recreation activities and leisure services specially designed for youths and adults who have a disability and/or special needs. Our services are designed to assist people in developing and using their leisure time in ways that enhance their health, independence, and well-being. Click here for Spring 2003 Guide Our staff have a wide variety of experience working with people who have special needs. Direct service staff have experience in community recreation, education, or clinical settings. Many staff have college degrees, including therapeutic recreation, social work, school counseling, and human resources management. Program Director: Debbie Timmins, CTRS
Special Education - Structured Learning Centers and planned integration with nondisabled peers, individualized of Page PPS MainHome Page special Ed 501 North Dixon Street, Portland, oregon · 97227-1804 http://www.pps.k12.or.us/depts/speced/slc.shtml
Extractions: School Assessments ... Topics K-1 Academic Behavioral Intensive Learning ... Functional Life Skills Structured Learning Centers serve students ages 5 through 21. Placement is based on assessed educational needs outlined in the student's Individual Education Program (IEP) . Additional factors include chronological age, social maturity, and the type and severity of disability. Specially designed instruction and related services are provided to meet each student's individual needs. Delivery of services to the Structured Learning Center is provided by a certificated teacher and at least one instructional aide. Related services may include professionals such as a speech-language pathologist, educational assistants, school psychologist, adapted physical education teacher, occupational therapist, physical therapist, work experience coordinator/transition specialist, clinical consultants, and others as needed. Where are services provided?
Learning Comes First oregon Administrative Rule 581015-0061 requires that school he or she would attendif not disabled. special Ed space forecasting letter to parents, Scheduled 4 http://www.pps.k12.or.us/depts-c/fam/long_range_report/quality_schools.php
Extractions: Fleibility over time Annuity for education ... Quality for the future Provide a quality school near every student's home and an appropriate learning environment for all students, including those with special needs, within their "home" cluster A quality school means having both a strong educational program and a positive learning environment, which includes a good facility. PPS is making significant strides on both fronts as the district implements the quality schools section of the Board resolution adopting the Long Range Facilities Plan. The district has concentrated its efforts on creating quality schools and providing access to those schools for all students in three areas: student achievement, educational options and special education. A summary of the actions taken in each area follows. Student Achievement A central component of the district's mission is "support all students in achieving their very highest educational and personal potential. . . ." The recently adopted Student Achievement Policy, 6.10.010-P
REM Special Needs - Links Resources http//www.eskimo.com/~jlubin/disabled.html. of Educators (University ofOregon) http//darkwing Serving Children With special needs in Your Child Care http://www.r-e-m.co.uk/specialneeds/links.htm
Minority Students In Special And Gifted Education expanding category of learning disabled. Indeed, special Beth Harry Professor ofspecial Education Department Reid Executive Director oregon Social Learning http://www4.nas.edu/news.nsf/isbn/0309074398?OpenDocument
FEAT Of Oregon-Autism Supporting oregon parents of children with autism. Links, news, resources, and legislation.Category Health Mental Health North America United States O , oregon Speech and Hearing Association VS ABA Children with Autism (0). Sunday,August 11. ·, POACdisabled Children Need Friday, August 09. ·, special-Ed Law http://kathyandcalvin.com/
Commission Charge at the high school level to meet oregon's quality education in poverty (Title I)and for special education programs for severely disabled students. http://dbi.ode.state.or.us/qualityed/QEC2issues.htm
Extractions: Quality Education Commission Key Issues August 28, 2001 The Quality Education Commission 2000 identified several issues for future work that were either beyond the charge of the Commission or that were too complex to address within the given timeframe. In addition, other issues emerged during the Legislative Session that will require further study. School Funding Equity While the Quality Education Model is not a distribution model, its focus on determining the costs of achieving a given level of student achievement has clear implications for the distribution debate. Achieving equitable distribution of resources is complex because: 1) students with differing characteristics require different levels of resources to reach established educational standards; and, 2) the cost of providing educational services varies across the state based on district size, geography, and region. The current state school funding formula includes weights for students with special needs and for remote small schools and reimburses transportation costs at 70% of actual costs. The current state school funding formula and the model do not address the differences in the cost of doing business in different regions of the state. In the past, the state has not had the data and tools available to analyze how well the current funding formula is working. As the Model develops, it could be enhanced to provide information valuable to that question. For example, prototype schools could be developed to determine education costs in small rural high schools or in urban schools in high-poverty neighborhoods.
Education Week - Registration - Access Restricted In oregon, one district solved the problem by students, but districts' reliance onspecial transportation could be no excuse not to have disabled students who http://www.edweek.org/ew/ewstory.cfm?slug=21bus.h20
Xx In 1991 approximately 10.8% of oregons students be determined to be learning disabledprimarily because is and how it applies with special resources schools http://arcweb.sos.state.or.us/legislative/legislativeminutes/01legisweb/s/rev/sr
Extractions: PUBLIC HEARING SB 61, SB 196, SB 252 SENATE REVENUE COMMITTEE TAPE 020, SIDE A Chair Ferrioli Meeting called to order at 8:35 a.m. OPENED PUBLIC HEARING ON SB 61 Sen. Ken Messerle Questions and answers interspersed. Chair Ferrioli Added that several other bills treat this issue in addition to SB 61. Stated the intent of the committee chair is to bring those bills to this committee, ask for an analysis by Legislative Revenue, and move forward with a proposal with the greatest viability. Comments, and further questions and answers interspersed. Sen. Messerle Stated that his main focus since arrival in the legislature is to try and stabilize economies in rural Oregon. No one is advocating that districts with declining enrollments keep getting full revenue. SB 61 is a measure that would give districts time to adjust to lower revenues without overly disrupting their programs. Chair Ferrioli Ozzie Rose Said that the declining enrollment as well as rapid growth are both current problems. His group of superintendents is spread all over the state, and consists of conservatives and liberals in small and large districts. That group will meet February 5 to discuss SB 61 issues and will make a presentation to Senate Revenue after that time. Comments, and questions and answers followed.
Extractions: Current Students Alumni The Professional Physical Education Teacher Education Program is a one year graduate program which includes graduate courses as well as extensive practical experiences in the public schools at all levels. Beginning Fall Term, students are in continuous on-site supervised student teaching experiences in elementary, middle and high school physical education settings. Coursework is integrated with these student teaching experiences creating a unique mesh between theory and practice. Successful completion of the program earns a Master of Science Degree and recommendation for an initial license across four levels of authorization in physical education: Early Childhood (age3-grade 4); Elementary (grades 3-8); Middle (grades 5-10); and High School (7-12). The Professional Physical Education Teacher Education program is housed in the College of Health and Human Science. The 57 hour program includes 24 credit hours of course work taught by Sport Pedagogy Faculty in Exercise and Sport Science, 9 credit hours of coursework taught by other Exercise and Sport Science faculty, 3 credit hours taught by Counseling faculty, and the remaining 21 credit hours of internship experiences in public schools. Requirements for the Continuing License include completing 9 quarter hours, the development of a professional teaching portfolio, and three years of teaching.
Is My Child A Struggling Teen Johannsen Ph.D. Lake Oswego, oregon 97035 503 as vulnerable, fragile, or disabledwho can a struggling teen. They have special needs for parenting http://www.strugglingteens.com/cliffhansenartc/struggling.html
Extractions: (This article is part of a series written by a parent who also happens to be a therapist, trying to help parents understand their teenager better. Lon) Most of us tend to think that teenagers are all the same. And it is true that they have more characteristics in common than the traits which distinguish them as individuals. But they are not all the same. Some have average needs and others have special needs . It is those with special needs whom we also call struggling teens. If our child is having trouble, it is helpful to begin by wondering which of the 2 levels of needs your child might have. Some trial-and-error experiments are still the best way to figure it out. If the problem is mild, perhaps caused by hormones or external circumstances, then the first strategy for parents to try is: wait, listen, talk things over with the youth, and offer encouragement. If the troubles ease, the youth probably has average needs.
Dyslexia Parents Resource - Oregon Court Victory For Parents of provision for dyslexic children in their schools. students, said Wayne Neuburger,oregon's associate superintendent help for learningdisabled students when http://www.dyslexia-parent.com/oregon.html
Extractions: Join our mailing list Type your e-mail address accurately to receive occasional newsletters (Your e-mail address is confidential, and will not be given to any other organisation): Click here to join or to leave Oregon court victory for dyslexic pupils We receive many e-mails from parents in Oregon complaining about the lack of provision for dyslexic children in their schools. It is re-assuring to hear now of a significant decision allowing Oregon youngsters with dyslexia and other learning disabilities to use computerized spell-checks and other help on statewide tests under a settlement announced on February 1st 01. The settlement with a group of Oregon parents who sued the state will affect fewer than 4,000 students, said Wayne Neuburger, Oregon's associate superintendent for assessment and education. However, it could provide guidelines for other states considering additional help for learning-disabled students when they take standardized tests.
