FAR Table Of Contents 10MARKET RESEARCH PART 11DESCRIBING AGENCY needs. Compensation 22.12 Reserved22.13 special Disabled and 29.2 federal Excise Taxes 29.3 state and Local http://www.gsa.gov/far/current/html/toc.html
Extractions: The US Environmental Protection Agency (EPA) is the primary pesticide-regulatory agency in the United States. As part of its commitment to improving access to EPA information, the Agency has created an extensive web site that contains valuable information, downloadable publications, EPA forms, and many other items. This page is intended to provide direct links to EPA regulatory information that is frequently requested through NPIC. Click here to see the Major Activity Areas of the EPA's Office of Pesticide Programs Regulatory Issues Return to top Laws/Regulations Return to top Legal Limits/Advisories Pesticide Tolerance Index and Expiring Tolerance Report U.S. EPA Drinking Water Standards and Health Advisories
Nps.html to laws and regulations outlined by state and federal governments. Children receivespecial education instruction and services according to specific needs. http://www.nationalyouth.com/nps.html
Extractions: special parents. For you, the role of parenting has greater challenges and opportunities than you ever imagined when your child began the adventure of learning. YOU are the primary encourager and protector of your child's interests, the guardian of your child's educational rights, and your child's primary advocate. YOU are an essential member of the educational team that designs the program which best meets your child. Your first hand, round the clock knowledge of your child is crucial information. You will be the communicator of data about your child's behaviors, strengths, and needs. You must be prepared to coordinate all the efforts for your child's educational growth. You and your team can create a successful program for
Links To Other Resources SPeNSE Study of Personnel needs in special Education This study services for studentswith disabilities, and will also recommend federal, state, and local http://www.csef-air.org/links.html
Extractions: Direct links to selected fiscal provisions of IDEA 1997 housed on the IDEA Practices Web site . Instead of having to scroll through the entire set of IDEA regulations, you can find those regulations that have fiscal relevance by using one of two tables of contents: A sequenced list of fiscally relevant regulations using the sections and regulation headings themselves
Division Of Child Development Overview The Council coordinates services for children with special needs and their familiesat the state level. Recent events at the state and federal level are http://www.dhhs.state.nc.us/dcd/whatwedo.htm
Extractions: OVERVIEW The Division of Child Development oversees all aspects of child care services in North Carolina. We regulate child care facilities and respond to reports of illegal child care operations and allegations of abuse or neglect in child care facilities. We also oversee the state's subsidized child care program, offering financial assistance to help eligible families pay for child care. The Division of Child Development promotes education and training for child care workers, and administers other early childhood initiatives to improve the quality of care for all children in the state. The Head Start Collaboration Office is also housed here, linking various services for young children and their families. HISTORY The Division of Child Development is the result of a long standing commitment by the State of North Carolina to protect and serve its youngest children. Initially two separate offices, the Office of Day Care was created in 1971 and was responsible for issuing licenses to child care facilities, monitoring programs to make sure they met regulations, and investigating complaints about child care arrangements. The Office of Child Day Care Services administered the child care subsidy program for low income and other eligible families. In 1985, the North Carolina General Assembly passed legislation that combined the two offices into the Child Day Care Section under the Division of Facility Services. The 1985 legislation also rewrote the licensing law, adding requirements for staff qualifications and training, curriculum standards, and procedures for investigating abuse and neglect reports. Additionally, the former Day Care Licensing Commission was replaced with the
Jobs At WISD materials to meet individual needs of students Develops and implements opportunitiesfor special education students to and all other pertinent state and federal http://www.wash.k12.mi.us/admin/personnel/jobs.htm
Extractions: POSITION: DOWNLOAD APPLICATION Certified.pdf POSTING DATE: April 9, 2003 POSTING DEADLINE: Until filled SUBMIT APPLICATIONS TO: Personnel Services jobs@wash.k12.mi.us QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily and such alternative requirements as may be appropriate and acceptable to the Board of Education. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Knowledge of organizational development and schools as organizations/systems; school improvementprocesses; research to improve achievement; curriculum development, alignment and implementation;assessment practices that result in improved instruction.
Family Village / School / Individual Education Plan html This booklet is published by the state of Ohio of questions and answers aboutfederal regulations on the of Children and Youth with special needs What do http://www.familyvillage.wisc.edu/education/iep.html
Extractions: http://www.nichcy.org/pubs/otherpub/lg2txt.htm This publication provides substantial guidance regarding the legal requirements for developing a student's IEP. It is a verbatim reprinting of (a) federal regulations about IEPs, and (b) Appendix A (formerly Appendix C) to the IDEA 97, which is a series of questions and answers about federal regulations on the IEP. Parent Panthers - IEP 101
SNN - Education Skip Navigation special needs Network Home Page. Support Resources Health federal/StatePrograms Employment federal Law and regulations/Disabilities http://mfrc.calib.com/snn/ed/index.cfm
DVSD Profile - Special Education Under state and federal law, an exceptional child is to an appropriate program ofspecial education or to meet the childs individual educational needs. http://dvasdweb.dvasd.k12.pa.us/profiles/profileSpecialEd.htm
Extractions: School Profiles Introduction The Delaware Valley School District is dedicated to providing each student with the most comprehensive and complete education. All children do not learn in the same manner. Some children may need individualized education to help them function fully. Educators have the responsibility to identify exceptional children, determine if there is a need for special education, and provide individualized programs when needed. The purpose of this section is to assist parents/guardians and concerned citizens in understanding special education programming. What is Special Education? What is an exceptional student? The term exceptional includes children with a physical, emotional, or mental disability. A complete listing of the definitions and the testing/evaluation needed to determine if a child meets the definition can be found in the IDEA Part 300 Federal Regulations 300.7 What happens when a student is thought to be exceptional?
What Are The Issues? Adhere to federal and state laws that schools is increasingly showing that they encouragestratification by race, income, and special needs, and that they http://www.pta.org/ptawashington/issues/charter.asp
Extractions: If you are a PTA member and would like additional information about this issue, click here The concept underlying charter schools is that regulations inhibit innovation or creative school reform efforts. Charter schools are schools that operate under a contract, or charter, with local school boards or other governing agencies. This contract may free charter schools from many of the regulations other schools face. Minnesota passed the first charter school law in 1991. The U.S. Department of Education reports that 36 states, the District of Columbia, and Puerto Rico have passed charter school laws (AK, AR, AZ, CA, CO, CT, DE, FL, GA, HI, ID, IL, KS, LA, MA, MI, MN, MO, MS, NC, NH, NJ, NM, NV, NY, OH, OK, OR, PA, RI, SC, TX, UT, VA, WI, WY). Thirty-four states, DC, and Puerto Rico currently have charter schools. New Hampshire and Wyoming have charter laws but no charter schools.
The Massachusetts Assistive Technology Partnership the ADA federal and state Government Offices to Review Assistive Technology NeedsEligibility for 97 regulations and Assistive Technology special Education/766 http://www.matp.org/NoFrames/sitemap.html
Payroll Guide federal and state forms, payroll savings ideas, calendars of Periodic special studieson hot topics. providing everything the payroll professional needs to keep http://www.riahome.com/estore/detail.asp?ID=WPAYR&SITE=payrollpension
Plainfield Board Of Education to ensure that all students with special needs who live are provided free, appropriatespecial education and environment in accordance with state and federal http://www.plainfieldnjk12.org/specialservices.html
Extractions: Mary Byers, Secretary, mbyers@plainfield.k12.nj.us SPECIAL SERVICES The mission of the Division of Special Services is to ensure that all students with special needs who live in the city of Plainfield, who are eligible and who are identified are provided free, appropriate special education and related services in the least restrictive environment in accordance with state and federal laws and regulations pertaining to the education of handicapped children. In addition, the division is responsible for monitoring the effectiveness of special programs designed to meet the needs of special students. The goal of the Division of Special Education is twofold: 1.) To maximize the student's potential to become a self-sufficient and responsible participant in the community.
Untitled 5. federal, state, and University regulations. central mail unit may assess specialhandling charges provide additional related services based on campus needs. http://www.ucop.edu/ucophome/policies/bfb/bus65.html
USCS: Legal Issues of the federal law governing services to special needs students edition of a reporton special education that at the National Association of state Directors of http://www.uscharterschools.org/pub/uscs_docs/ta/legal.htm
Extractions: All charter school developers and operators face complex legal issues in starting and running their schools. As a relatively new phenomenon, charter schools involve legal requirements and responsibilities which not only differ widely from state to state, but which may also change over time. Developers should therefore use caution in making use of the documents and links on this web site. The materials available here are not presented as "exemplary" or as a substitute for qualified legal or financial counsel. Charter school laws can vary widely both between and within states. In some states, charter schools are established as highly independent legal and fiscal entities. These schools often enjoy a wide degree of autonomy, but must also be prepared to manage their own legal and financial affairs. In other states, charter schools may have little or no legal and fiscal autonomy. Such schools generally enjoy little operational autonomy, but are responsible for a much shorter list of issues. The exact legal status of charter schools depends on the specific terms of the state laws under which they are established. In many states, charter schools are highly independent legal entities with a legal status separate from that of the agency that grants the charter. In Minnesota, for example, all charter schools must be constituted as independent non-profit or cooperative corporations. In Wisconsin, by way of contrast, charter schools generally must be constituted as a legal arm of the local school district. Charter school developers need to be keenly aware of the legal status options and obligations provided by their state's laws. See our
IDEA Practices: Cadre be designed to meet your group's individual needs or can disabilities themselves,a thorough working knowledge of state and federal special education laws http://www.ideapractices.org/cadre/index.php
Extractions: USELC The IDEA National Resource Cadre is an initiative of the ASPIIRE and ILIAD IDEA Partnerships that is supported by the U.S. Department of Education, Office of Special Education Programs. The IDEA National Resource Cadre consists of over 250 service providers, administrators, parents, university faculty, education consultants, and others who have been selected by their association to assist in bringing resources and professional development to their constituents and others on the implementation of IDEA '97. Cadre members receive extensive training from the IDEA Partnerships and remain informed about current research and practice related to IDEA '97. This network of cross-disciplinary teams of leaders is available to provide assistance on IDEA '97 at the local, state, and national levels. Cadre members serve in a variety of roles such as: Being the IDEA/special education point person for their association, district, program, or building.
New Page 1 plans to meet the specific needs of students who would qualify for special educationservices as by local rules and regulations, state rules and http://www.new-boces.k12.wy.us/Human Resources/Job Descriptions/Certified/Psycho
Extractions: JOB DESCRIPTION JOB TITLE: School Psychologist REPORTS TO AND SUPERVISED BY: Executive Director or Designee SUPERVISES: None DATE ADOPTED/REVISED: FAIR LABOR HOUR STANDARDS: Exempt: X Non Exempt: SALARY CATEGORY: Certified EMPLOYMENT STATUS: Contract: X JOB GOAL: To perform those evaluative/diagnostic duties of students referred for evaluation of suspected educational problems. To assist with the development of educational plans to meet the specific needs of students who would qualify for special education services as prescribed by local rules and regulations, state rules and regulations, and federal rules and regulations governing service to students with disabilities. ESSENTIAL PERFORMANCE RESPONSIBILITIES: 1. Evaluates and diagnoses specified deficits of students that meet criteria set forth by local, state, and federal regulations for services to students with a disability in any of the listed disability categories. Evaluations of students will be completed as set forth in local, state, and federal rules and regulations. 2. Interprets data collected from evaluations of referred students (standardized test data, normative test data, aptitude test data) and shares that information in a report format so that parents, staff, and others are able to understand the functioning level of a specific student. From this data, must be able to give conclusions and recommendations for development of an Individualized Education Plan (IEP) for the specific student as needed for programming.
Alabama Department Of Rehabilitation Service Early Intervention Rehabilitation S Supports and services for Alabama families who have children younger than the age of 3 with special Category Regional North America Disability Resources determined, the specific service needs of the coordination social work and specialinstruction speech that receive federal or state early intervention http://www.rehab.state.al.us/intervention.html
Extractions: Consider the excitement and planning that a new baby brings! Together family members anticipate the birth of the child and plan how best to meet his or her needs. When the new baby has a special need, families may require assistance in planning how to best care for the newest member. Early entry into a statewide system of resource access, support, and appropriate services exists in Alabama for families who have children younger than the age of 3 with special needs and/or developmental delays. Alabama's Early Intervention System (AEIS), a division of the Alabama Department of Rehabilitation Services, provides a coordinated, family-focused system of supports and services. AEIS delivers supports and appropriate services that are comprehensive, encourages active involvement of the family, and whenever possible provides services in environments that are inclusive and natural for children within the family's local community. The Alabama EI system is accessible by simply calling the statewide, toll-free EI Child Find number
Extractions: Pathways home page Contents Previous section ... Next section Statewide Directives In 1991, the Governor established the Human Service Interagency Work Group, which includes directors of the Departments of Mental Health, Public Health, Social Services, Education, and the Agency on Aging. The group assesses existing systems, facilitates programmatic cooperation, and advises the Governor. In April 1991, the directors sent the Governor an action agenda for children's services and a set of principles to guide interdepartmental policy- and decision-making with regard to children and families. The principles "emphasize the importance of prevention through health, education, and family support services and recognize the role and responsibilities of families and communities in developing healthy and achieving children." Legislation Legislation requires program coordination and interagency collaboration for state and federal programs housed in the Department of Education, which may include formal written agreements, shared staff and resources, interagency and intradepartmental planning and implementation, and joint staff training. Head Start programs and other agencies must coordinate comprehensive services, and many of the federally funded programs in the state departments are required to work with community programs to provide services to specific clients. Programs housed in the Department of Education affected by legislative requirements include the following:
Special Ed Includes both Washington state and federal legislation pertaining to specialeducation. 363a Elementary Students with special needs (3 Credits). http://www.wce.wwu.edu/Resources/Endorsements/Course Descriptions/Special Ed.htm
Extractions: COURSES IN SPECIAL EDUCATION 320 Effective Teaching (3 Credits) Prerequisite: admission to the Woodring College of Education or permission of the instructor and concurrent enrollment in SpEd 394a. Teacher behaviors positively affecting student achievement. 360 Introduction to Exceptional Children (3 Credits) An introduction to the categories of exceptionality and the rules and regulations concerning provision of special education and related services. Includes both Washington state and federal legislation pertaining to special education. Requires at least 20 hours of approved volunteer experience in a common setting during the quarter. 363 Exceptional Children in the Classroom No course description available. 363a Elementary Students with Special Needs (3 Credits) Prerequisite: admission to the Woodring College of Education. Corequisite: ElEd 320, 429, 394a and IT 444a. Introduction to the characteristics and needs of elementary students with special needs; pertinent federal and sate laws; curricular and behavior management adaptations in the regular classroom; assessment of learning problems; instructional techniques; behavior management strategies. 363b Secondary Students with Special Needs (3 Credits) Pre- or co-requisites: admission to the Woodring College of Education, Sec 431, 431a. Introduction to the characteristics and needs of secondary students with special needs; pertinent federal and state laws; curricular and behavior management adaptations in the regular classroom; assessment of learning problems; instructional techniques; behavior management strategies.
