Stanislaus County Office Of Education - Special Education conjunction with the classroom teacher by the and language therapy, adaptive pe, deafand and modifications necessary to accommodate students special needs. http://www.stan-co.k12.ca.us/student_services/special_ed.html
Extractions: Program Management Bonnie Jones-Lee Ardeth Mattison Jim Norby Alice Paxton Ken Daniel Dick Simonton Jim Liese The Stanislaus County Office of Education (SCOE) Department of Special Education employs over 400 individuals who provide direct and support service to over 2,000 handicapped students within the Stanislaus SELPA. Staff includes teachers, classroom aides, psychologists, nurses, speech/language pathologists, program specialists, secretaries, managers and others. The focus of the department is to provide a comprehensive school program for severe and low incidence handicapped students ranging from birth to 22 years of age. MARGARET L. ANNEAR EARLY INTERVENTION PROGRAM JOHN F. KENNEDY SCHOOL Stanislaus County Office of Education also operates SH classes for students with severe behavioral challenges: Two primary class One middle-school class Four high school class for moderate behavioral challenges Two medically fragile classes Students in the SH classes have Hughes Bill behavior plans and require intense supervision and staffing. Each students Hughes Bill plan is written in conjunction with the classroom teacher by the behaviorist prior to being approved by the IEP team and data is collected on a daily basis. Support services include speech/language pathologists, occupational therapists, psychologist, adapted physical education teachers, and nurses. The medically fragile students are afforded the same services in addition to requiring intensive medical supervision and assistance with feeding and toileting.
Spring Newsletter more about how PREP's adaptive pe teacher may be assisting your child. HappeningsCalendar of events of interest to families with children with special needs. http://avenue.org/prc/Newsletter.html
Extractions: Fall 2002 Newsletter The Charlottesville/Albemarle VSA Arts (formerly Very Special Arts) invites the public to the Opening Celebration of the third annual art show on Friday, January 10, 2003 from 6:00 - 8:00 p.m. in the lobby of the Charlottesville Performing Arts Center. Instill a Love for Learning : Parents are the most important teachers in their child's life. Here are some activities to enjoy with your child. Making Healthy Connections : There are options for alternative recreation programs for children with disabilities. PREP's Adaptive Physical Education Teacher : Read more about how PREP's Adaptive PE Teacher may be assisting your child. Happenings : Calendar of events of interest to families with children with special needs.
Physical Education Courses (P E) Review of adaptive physical education and special education education to studentswith special needs in school State of Michigan Approval in teacher of Physical http://www.bulletins.wayne.edu/gbk-output/edu12.html
Extractions: The following courses, numbered 5000-9999, are offered for graduate credit. Courses numbered 5000-6999 which are offered for undergraduate credit only may be found in the undergraduate bulletin, as well as all other undergraduate courses (numbered 0900-4999). Courses in the following list numbered 5000-6999 may be taken for undergraduate credit unless specifically restricted to graduate students as indicated by individual course limitations. For interpretation of numbering system, signs and abbreviations, see Course Signs and Abbreviations 5330 Principles of Athletic Training. Cr. 3 Prereq: BIO 2870 or equiv. Philosophy of athletic training and basic training room protocol. Theory of evaluation techniques, nutrition, emergency techniques. (B) 5340 Prevention, Care and Evaluation of Athletic Injuries. Cr. 3 Prereq: BIO 2870 or equiv. The training room: its purpose, equipment and management. Principles and techniques of treating sprains, strains, and other injuries of the locomotor system and of the skin; evaluation techniques for these injuries. Application of heat, water, massage, electrical stimulation, ultrasound, and special exercises. Basic first aid procedures; training table; observation and directed experiences. Material fee as indicated in the Schedule of Classes. (B) 5350 Exercise Science Internship. Cr. 2-4 (Max. 8)
STUDENT SERVICES physical, occupational and/or adaptive pe services and AND RESTRICTIONS Birth through21 with special needs. FOR CLIENTS TO RECEIVE SERVICES teacher and/or http://www.montrose.org/hospital/resource/pages/student_services.htm
Extractions: Alphabetical Directory By Category Return to Montrose Home Page Return to Montrose Hospital Services Page STUDENT SERVICES MONTROSE SCHOOL DISTRICT RE-1J P. O. BOX 219 MONTROSE, COLORADO 81402 (970) 249-4206 FAX LOCATION : 526 No. 6th, Montrose, CO HOURS OF OPERATIONS : 7:30 a.m. to 4:30 p.m. TYPE OF ORGANIZATION : Special Education as part of Montrose County School District RE-1J. NUMBER OF FULL TIME EMPLOYEES : 26 - Includes psychologists, social worker, speech/language specialists, occupational therapist, physical therapist, adaptive P.E. therapist, gifted/talented teachers, audiologist, vision specialist, paraprofessionals, secretaries and IMC coordinator. DO YOU HAVE A USE FOR VOLUNTEERS: FUNDING SOURCE : School district and Colorado Department of Education and some federal grants. : To provide educational opportunities for children with special needs. SERVICES OFFERED : Educational services to students with special needs; sensory disabilities, learning disabilities, emotional disorder, cognitive or physical disabilities, gifted and talented. Psychological, educational, speech/language and motor evaluations provided to determine type of services needed. Short-term psychological counseling, ongoing speech/language, physical, occupational and/or adaptive PE services and special programs for gifted and talented. ELIGIBILITY REQUIREMENTS AND RESTRICTIONS : Birth through 21 with special needs.
Web Portals ideas for adaptive pe programs for special needs students. Professional developmentis also another area that is addressed in this site. If a teacher needs to http://jv021.k12.sd.us/web.htm
Extractions: The educational value of the site is outstanding. Besides being a great teacher resource, it has a lot of other valuable information. It has assessment ideas and rubics that can be used to evaluate the program. There is also an area to find ideas for adaptive PE programs for special needs students. Professional development is also another area that is addressed in this site. If a teacher needs to research something, this site has the place.
SPED618.ORG Forms Page teacher Absence/Substitute Report ESC43. teacher Report of Student performanceESC-255. adaptive pe Referral ESC-304. Vocational special needs Referral ESC-303. http://www.sped618.org/forms.htm
Mary will be required and will be announced by the teacher. Our adaptive pe classes dealwith rehabilitation programs and for students with special needs. http://www.tulare.k12.ca.us/tuhs/Physical Education/PE-page.htm
Extractions: and due within one week from day of absence. Name Per_ Date of absence_ List source for information: Author, title, source name (other than book), date and page/pages Example: Dr. Isadore Rosenfed, "How to stop a Nosebleed", Parade Magazine, 16 Sept. p.12. Report must include the following: Why you selected the topic
OVERVIEW: SPECIAL NEEDS from their education (such as speech, adaptive pe, and counseling Bilingual teacher.Bilingual/special needs Model services provided by a dual-credentialed http://multilingual.fresno.k12.ca.us/mastplan/spsfold/specser.htm
Extractions: Special Services SPECIAL SERVICES I. Summary This chapter focuses on ELs identified as needing services in the areas of Special Education, GATE/Accelerated Learning, and Title I. It is recognized that there are many other special needs of students attending Fresno Unified School District, and while addressing the needs of the three areas listed above, encouragement is given to administrators, teachers, and parents to always strive for the most appropriate education and services for the students involved. (Baca 1989) II. Descriptions of Special Needs A. Eligibility Criteria for Special Education Services Students identified as needing special services require different and distinctive educational opportunities with specially trained personnel that will help the child reach his or her full potential. When making a recommendation of services for special education, a student must require these services in order to meet state eligibility criteria which include the following: B.
San Miguel School D. An adaptive pe specialist delivers adaptive physical education frequently workwith the teacher to develop A. Students with special needs resulting from a http://www.sesd.org/Schools/San_Miguel/source_files/About the School/how_we_teac
Extractions: Language Arts/Reading A. Teachers, working in grade level teams, plan curriculum calendars to pace instruction of skills and events. The Houghton-Mifflin text is a key teacher resource. B. Students are grouped heterogeneously in their classrooms. During Language Arts instruction, teachers group students according to skills needs from their day-to-day observation of student work and informal assessments. C. Students at risk of retention (and additional Title I students) receive a power boost of instruction for eight months, three days per week before school. The program utilized is Houghton Mifflin's "Soar To Success" curriculum. D. Teachers provide students with a broad array of fiction and nonfiction leveled readers. Friendly baskets are in some K-3 classrooms to assure that students choose texts at their independent level during their free reading time. E. The Gate-MacGinitie is administered Fall and Spring to 1st-5th grade students. Kindergarten students take the test in the Spring only.
School He has OT pt speech, spec Ed and adaptive pe. It's always the individual teacher thatmakes or breaks it. on Inclusion of Children with special needs from the http://hydranencephaly.com/school.htm
Extractions: www.cutecolors.com Join the Hydranencephaly Mailing list School for Our Kids School?! You want me to send my child where?! You mean my child has to be exposed to a germ factory? Yes, some of our children do go to school. In the US there is something called IDEA (Individuals with Disabilities Education Act). This assures that all children have the right to attend school. Although thats good in the most part, some school districts interpret that to mean that all kids HAVE to go to school. This can be very frustrating when caring for a child with such delicate health. Many of the children with Hydranencephaly are home schooled or are considered to be on a homebound program. Some, though do attend school in a variety of settings. In our area, (Canada) Inclusion is the only option available. Again, this can be both good and bad. During her school years we and the school had access to a wonderful program that came in and helped the school come up with ways to include Kayda in a meaningful way. This made all the difference, although the school was already doing a wonderfully creative job. For Jason , age 10 and very medically fragile school is: He is seen daily between O/T, P/T Teacher and APE (Adaptive PE). The schedules are approved by me. If they
Willmore School Psychologist Services Library Services adaptive pe Intervention Program werecognize the special needs of each are guided by their teacher and the http://www.wsd.k12.ca.us/willmore/
Extractions: CLASSROOM PROGRAMS OUR SCHOOL FACILITIES Willmore School was originally opened in 1965, but was closed for much of the 80's. Because of an increasing number of children in our neighborhood, however, Willmore underwent a $1.5 million renovation and was reopened this fall. Our classrooms, Kindergarten area, library-media center, computer lab and large multi-purpose room provide plenty of space for our 615 students. We also enjoy a spacious playground, as well as grassy fields for running, sports and games. Our two custodians, with the help of students, work hard to keep our campus safe and clean. Our campus is inspected regularly for safety and any unsafe conditions are repaired by our custodians and district maintenance workers. All of our buildings comply with California's strict earthquake standards. Our school has a Disaster Preparedness Plan and supplies on hand in case of any emergency. SERVICES AND ACTIVITIES In addition to strong classroom programs, we offer the following services, activities and clubs for students:
General Information special needs. programs can be provided for children who demonstrate need throughclassroom performance, test scores, teacher observation, and adaptive pe*. http://sheppard.wfisd.net/WebSite/mainpages/geninfo.htm
Extractions: District Sheppard AFB Elementary, part of the Wichita Falls Independent School District , is located on Sheppard Air Force Base. It is nestled between Wherry Housing, the Wind Creek Golf Course, and a neighborhood park. Sheppard AFB Elementary serves kindergarten through sixth grade students living in Wherry Housing and those living on the following streets in Bunker Hill Housing Mars, Mercury, Neptune, Orion, Pluto, Saturn. Students of military families living off base may also attend Sheppard AFB Elementary with transfer approval from the principal. Sheppard AFB Elementary has a student population of approximately 300 students.
APTOS HIGH SCHOOL learners, as well as students with special needs are given high level may be recognizedby their teacher and rewarded adaptive pe will focus on a core group of http://aptoshs.net/~jlopez/adaptivepe.htm
Extractions: APTOS HIGH SCHOOL HOME OF THE MARINERS COURSE SYLLABUS NAME OF COURSE: ADAPTIVE PHYSICAL EDUCATION NAME OF TEACHER: Johnny Lopez E-MAIL ADDRESS: jlopez@aptoshs.net VOICE MAIL # ROOM boys locker room PREP PERIOD per.2 688-6565 ex. 488 I. COURSE DESCRIPTION/OUTLINE Adaptive Physical Education is a one or two year program designed for students with special needs. Students will be exposed to a variety of activities and skills with an emphasis on fitness. This class is designed to motivate and enhance the interest of every student. Students will be involved in a variety of activities modified to fit individual needs. Periodic fitness tests will be incorporated into the program in order to monitor measurable fitness improvement. Cooperation and good listening skills will allow for a high level of student success. Students are expected to agree to and follow all Physical Education Department policy and rules. In order to help assist Aptos High School students better prepare for the mandatory High School Exit Exam, they will also be exposed to activities that address language and math standards. Examples of these activities include written fitness exams and calculations of target heart rates.
Grantideas b. adaptive pe, infrastructure, Quality LEA pe Coordinator unsafe area for activity,student teacher ratio, qualified the district and for special needs students http://www.ncpublicschools.org/curriculum/Health/grantideas.htm
Extractions: a. community, state support - infrastructure - healthy schools, safe and drug free schools health advisory councils, model programs- duplicate guidelines- coordinated programs and PE Demo's b. strategies from Presidents Report, Be active initiative, child health plan (Institute of Medicine), conferences in place, locals, Principal's Executive Program, Section 3 a. Can not "hire" staff - but input the potential to contract with outside agency NCAAHPERD to provide staff development and services and may be able to sustain at a higher percent of money to match funds in Be Active or other foundations. c. Check to identify goals with your evaluation criteria of your grant. They should be measurable goals. For example: Provide Staff development for staff and teachers in the district and for special needs students. d. p 7 of SCS Program review needs to be tied into the grant process to show appropriateness and the needs of the targeted population. for example -
Faculty/Staff Speech Therapist Judith Little adaptive pe - Sally Itz. Services - Jose Coronilla,Laurie Hagood, special needs, Julie Green, teacher Sheri Rasnake, teacher http://www.gcisd-k12.org/schools/hes/faculty.html
Adaptive P. E. by a full time adaptive physical education teacher in a In some cases for the studentsneeds to be require full time placement in a special physical education http://www.hospitalhome.ocps.k12.fl.us/adaptpe.htm
Extractions: What is Adaptive P. E.? Adaptive physical education is a specially designed physical education program of developmental activities, exercise games, rhythms, and sports designed to meet the unique physical education needs of individuals. The instruction is generally carried out in small classes and is individually planned to meet the needs of students who require adaptations in physical education for safe, satisfying, and successful participation. Adapted physical education is generally designed to meet long term unique needs. It serves individuals with handicapping conditions as defined in PL-142, the Education for All Handicapped Children Act of l975. Adapted physical education is an active program of physical activity that supports the attainment of the benefits of physical activity by meeting the needs of students who might otherwise find it difficult to meet those needs in other physical education programs.
Albany County Wyoming School Board his job is to work with the special needs students on pe activities to fit the individualstudents needs. retiree Nancy Greene, a longtime teacher at Slade http://uwadmnweb.uwyo.edu/cmjr/schbrd.htm
Extractions: For Laramie Online Wyoming schools may soon be closing their doors, but only for one day. A resolution that calls for all schools in Wyoming to close their doors for one school day to allow teachers, parents and students to attend the Wyoming Legislature to support increased funding for school districts was approved by the Albany County School District 1 Board Wednesday night. The resolution will be presented to the Wyoming School Board Association. Superintendent Charles Head said that the resolution, if passed by the Legislature, will help solve the crisis of too few quality teachers and administrators in Wyoming. Head said the additional funding is necessary for Wyoming to compete with the salary schedules for teachers in other states. He said it is necessary to close the schools for one day because "we have to get our Legislature’s attention." Head added that the school day missed will be made up at the end of the year. "The additional funding will allow Wyoming to attract and retain quality teachers," said Board Chair Susan McCormack.
Web Resume 04 Program Rowley, MA (September 1980 June 1985) teacher of adaptive physicaleducation EDUCATION Boston College Boston, MA MA in Severe special needs. http://www.webresume.org/web_resume08.html
Question 2 Describe how the progress of special needs students is committed to meeting the needsof every pe specialist, the reading intervention teacher, the resource http://www.murrieta.k12.ca.us/alta/ds/q2.html
Extractions: STANDARDS, ASSESSMENTS AND ACCOUNTABILITY: STUDENT ASSESSMENT Describe how the school and district examine assessment results at the school and classroom levels to ensure progress in student achievement using examples in Language Arts and mathematics. Describe your methods of student assessment, how they are aligned with your standards, and how you use disaggregated assessment results to demonstrate how well students are meeting your standards. Show how teachers use assessment information to modify curriculum and instruction to improve student achievement. Describe how students are involved in the analysis of their own work. Describe how the progress of special needs students is assessed including English language learners. "In the staff lounge, I see teachers huddled together before the school day begins, discussing a variety of shared issues. A big concern over the years has been assessments. Through a community effort, and as a result of our Program Quality Review (PQR) process last year, we have developed meaningful assessments of student progress and new report cards based on the California state standards. After-school tutoring began this year to give each child the necessary help to achieve the standards. Daily, I see testing in various classrooms, and I see the proud faces of the students as they make steady progress." Our teachers use these assessment results to develop meaningful and individualized lessons in the core curriculum. In bi-monthly grade-level team meetings, teachers share student work to cooperatively determine what students know. The team then decides together what the next teaching steps should be. Teachers share alternative assessment strategies to ensure the successful progress of all students. These multiple measures include:
