Content Mastery students now in special education have their needs met by or if requested by parentby parent or teacher. with a disability to benefit from special education. http://es.houstonisd.org/robertses/Prog/content.htm
Extractions: Annenberg Lamplighter School Home Site Map Information Programs PTO News Alumni HISD Content Mastery/Resource+ Roberts Elementary offers a variety of services to meet the needs of our special education students. Depending on the child's individual needs, his least restrictive environment can be as restrictive as a self-contained classroom or resource center or as nonrestrictive as a general education classroom for the entire school day. A continuum of alternate placements help us make our students successful. IAT Intervention Assistance Team provides a problem-solving model that requires teachers, support staff, and parents to work through several steps to identify problems, set goals, plan interventions and measure progress for students who are having problems functioning in the classroom. Only after a teacher has problem solved independently, with our teachers or a problem solving team, and the child's difficulty has been shown during the process to be highly resistant to intervention, is a child suspected of having a disability and eligibility for special education services considered. Early Reading Intervention is provided for those students K-3 who demonstrate poor reading ability in the classroom. This program emphasizes phonological awareness and basic and advanced code knowledge. Students who receive this service are often able to gain the knowledge to quickly get back on track in the general classroom.
504 REFERRALS needs who do not qualify for special education services student's problem to the attentionof the classroom teacher. discharge plan and long term needs of the http://www.cahrtw.org/504.htm
Extractions: 504 Referrals Section 504 of the Rehabilitation Act There are many adolescents with special health care needs who do not qualify for special education services as mandated by federal law (Individuals with Disabilities Education Act IDEA but who need reasonable accommodations for learning in the school settings. These students may qualify for services under Section 504 of the Rehabilitation Act, which specifies the following: Reg. 104.12. Reasonable Accommodation A recipient shall make reasonable accommodation to the known physical or mental limitations of an otherwise qualified handicapped applicant or employee unless the recipient can demonstrate that the accommodation would impose an undue hardship on the operation of its program. Reasonable accommodation may include: (1) making facilities used by employees readily accessible to and usable by handicapped persons, and (2) job restructuring, part-time or modified work schedules, acquisition or modification of equipment or devices, the provision of readers of interpreters, and other similar actions. In determining pursuant to paragraph (a) of this section whether an accommodation would impose an undue hardship on the operation of a recipient's program, factors to be considered include:
Health / PE links and information on topics like adaptive pe, research article annotations plusinformation about pe journals, and PBS teacher Source Health and Fitness http://www.uiowa.edu/~crl/curriculum/health.htm
Extractions: Teacher Resources USDA Food and Nutrition Information Center - Information on food and nutrition topics, plus bibliographies of additional resources and information on borrowing books, videos and curricula. P.E. Central - Resources include: Lesson plan ideas for PE and Health, Pre-K-12, links and information on topics like Adaptive PE, research article annotations plus information about PE journals, and lists of web sites containing even more resources. Physical Education Lesson Plans - A lesson plan exchange site containing primarily games with varying levels of quality. K-6 grade. Associations American Alliance for Health, Physical Education, Recreation, and Dance "AAHPERD is an alliance of six national associations and six district associations and is designed to provide members with a comprehensive and coordinated array of resources, support, and programs to help practitioners improve their skills and so further the health and well-being of the American public." American Association for Health Education - Publications information, information for educators on AIDS/HIV, and additional resources.
Sierra Middle School Special Programs Inclusion Classes These classes, in which a special education teacher works witha impaired receive an individualized program to meet their needs. http://www.zianet.com/area51/sierra/special.html
Special Education Program Descriptions by certificated special education teachers and teacher assistants. the District forstudents with severe needs. special education's goal is to improve students http://www.asdk12.org/depts/sped/programs.asp
Extractions: Site Index Site Options Contact Us April 11, 2003 Schools Departments About ASD School Board ... myASD Whaley School Alaska School for Deaf and Hard of Hearing Related Services Elementary Special Education ... Parent Resource Center The mission of Whaley School is to provide an exemplary educational program for students with severe emotional/behavioral needs. The school provides an educational program for students ages three through twenty-one, preschool through 12th grade. The program at Whaley School is designed to meet the needs of students whose behaviors mandate a more restrictive environment than a regular school can provide. The broad educational goals of the Whaley School Program encompass behavioral, social, vocational, emotional and academic areas. Emphasis: academic and social skills ~ highly structured classroom ~ parent involvement ~ counseling The Alaska State School for Deaf and Hard of Hearing serves deaf and hard of hearing Emphasis: statewide services ~ communication skills ~ educational interpreters ~ audiological services ~ parent training ~ infant learning Speech-Language Pathology Speech/Language Services assesses and treats the communication disorders of articulation, language, voice, and stuttering for students age 3 through 21. Services are provided through direct contact with students and through consultation with teachers and/or parents and include a combination of classroom-based instruction, consultation services, group and individual therapy. Speech pathologists and teaching assistants work collaboratively with the other members of the school team to ensure that students with communication disabilities have full participation in the learning environment and experience academic success. Effective communication skills are fundamental to children achieving excellence by any world standard.
GRAPevine Online therapist or the special education teacher. We currently provide this with the adaptivePE teacher. The IEP goals do not have to be physical needs but rather http://www.grps.k12.mi.us/~autism/
Extractions: Staff Contacts "Things do not change. We change." (Henry David Thoreau) At every IEP, we talk about the need for specially designed physical education. IDEA '97 requires us to start with the expectation that the student is educated in the general education curriculum and then explain why that may not be appropriate for those students who can't participate in general education physical education. The choices to consider are: Some students in the autism program participate only in general education physical education. Their needs can be met in this setting. Many students in the autism program require specially designed physical education. This specially designed PE class can be provided by the general education physical education teacher with consultation from the adaptive PE teacher or a physical therapist or the special education teacher. We currently provide this with the adaptive PE teacher. The IEP goals do not have to be physical needs but rather the social or emotional goals of the student may be sufficient. Some students in the autism program need adaptive PE with physical goals on their IEP. These students may have balance or strength problems, for example. The adaptive PE teacher provides this class.
Teachers teachers teacher, Subject(s). Jim Agnew, Tech. Dean Jackson, Work Training / SpecialNeeds. Dale Jensen, Physics. Stefanie Berg, Adpt. personal Managment / adaptive pe. http://oasis.bellevue.k12.wa.us/interlake/staff/teachers.htm
Special Programs and federally funded programs provide special services to educational program tomeet their academic needs. a parttime certificated teacher is available to http://www.sequimschools.wednet.edu/Special.html
Extractions: Home Page Student activities are varied, with many clubs, teams and student government opportunities available to students. The district encourages students to participate in the activities program as a part of a well-rounded educational experience. Contact your child's school for futher information. Each building has a full-time school administrator(s) who handle administrative details and facilitate the programs of the building. Normally, the first contact a parent or citizen will have in the school will be with the administrator or his or her secretary. Mark Willis, Principal, (360) 582-3500
Special Education Search Results as well as rating and adaptive behavior scales. Literature. http://teachervision.com/tv/tvsearch/termname=Special education&type=Teacher Boo
Teacher Network Vocational special needs Coordinator. Hays West Central Kansas special Education. ThielFacilitator Brewster, Grinnell, Oakley, Shari Oren teacher/Consultant All http://www.ks8jobsforu.org/teachernetwork.htm
Extractions: PlaneMath is an outstanding site that teaches mathematics through a set of highly interactive lessons on aeronautics. The site is designed to encourage students with physical disabilities to consider careers in aeronautics but is useful to all classrooms for its outstanding lessons. Equal Access to Software and information
SchoolProgram and behavior management for children with special needs. is supervised by a Credentialedspecial Education teacher assistant, a noncredentialed teacher and/or http://www.spectrumcenter.org/valley.html
Extractions: Spectrum Center Schools Though each campus varies in the number of students and classrooms, they all offer an individualized approach to education and behavior management for children with special needs. Classroom Staff Spectrum Center Classrooms are marked by a low teacher to student ratio of 1:2. Each classroom is supervised by a Credentialed Special Education Teacher. Two to three additional instructional staff such as a behavior specialist, instructional assistant, a non-credentialed teacher and/or a one-to-one aide provide additional classroom support. Complementing the program are specialists in the fields of Adaptive PE, Orientation/Mobility, Vision and Vocational Services. A team of master level behavior analysts and teachers experienced in the field of special education act as classroom consultants and provide additional support. The team assists the classroom staff in developing and implementing both functional IEP objectives and their relevant curriculum as well as behavior intervention plans that emphasize teaching replacement skills. The Program The curriculum at Spectrum Center schools offers a well-rounded approach to the individual student. In addition to functional academics, students build skills in independent living, recreation, leisure as well as vocational skills. Teaching staff also include community-based instruction and other opportunities to interact with non-disabled peers.
Honolulu Star-Bulletin Features can't. The program serves all specialneeds students from it beneficial to the studentsneeds, said Taylor. Her teacher Rhoda Yoshida says the social skills http://starbulletin.com/97/03/25/features/story2.html
Extractions: Star-Bulletin IN a well-worn gymnasium in Waipahu, the persistent hum of a florescent light going bad fast competes with the rhythmic beat of the "Macarena." In this grimy refuge etched by time and vandals' knives, with a stained parquet floor there is laughter and love and caring. Eighty-nine Leeward 7th- to 12th-grade students who suffer various degrees of mental or physical disabilities are dancing. And smiling. Kids who once were castaways, or kept separate from non-afflicted children, now share in many of the same school activities as their more fortunate peers, including a Social Dance. The event is just one part of the Department of Education's Adaptive and Inclusion Physical Education Program led by Tracy Taylor, a teacher who doesn't believe in the word "can't."The program serves all special-needs students from pre-school to age 21. "Rather than look at these kids as having an impairment and thinking that they don't belong, I ... look at how to modify our curriculum, how we can make it beneficial to the students needs," said Taylor. "Our key motivation is how to make the curriculum work for them."
Extractions: select a page . . . Home What's New Sitemap Press Topics **Advocacy** Articles FAQ's Tips Newsletters **Law** Articles Caselaw Pleadings Regs **Topics** Advocacy Assessments Autism ADD/ADHD Damages Discipline Discriminations Due Process Early Childhood Eligilibity FAPE High Stakes Tests IDEA IDEA 2002 IEPs LRE/Inclusion Learning Disab. Mediation No Child Left Confidentiality Private Schools Letter Writing Placement Safe Guards Related Services Retaliation School Personnel Transition **Pubs** Spec. Ed. Law FETA Newsletter Flyers **Services** Orders Our Seminars Consults Communities Headline News Updates **Resources** Free Pubs Free Newsletters Disability Groups State DOEs PTI Centers International State Yellow Pgs Best School Sites Asmnt Terms **Book Store** Best Of Disabilities Special Ed IEPs Legal Strategy Negotiate Parents Kids Updates **Other** Search Subscribe About Us Link to Us Home Wrightslaw Home What's New Sitemap Press ... Topics Advocacy Library Articles FAQ's Tips Newsletters Law Library Articles Caselaw Topics Advocacy Assessments ADD/ADHD Autism ... Privacy, Records
Untitled and Procedures for Meeting the specialized Physical Health Care needs of Pupils and When possible, the affected special education teacher will be http://www.nhusd.k12.ca.us/Personnel/contract/ARTICLE7.HTM
Extractions: ARTICLE 7 - CLASS SIZE 7.1 Teaching Staffing Ratio All district schools shall be staffed at a ratio of one (1) teacher per 30 students. Staffing at grades K-12 shall be proportionally adjusted to provide for the number of periods/hours provided to students at these levels. If they exist at any school, the following positions shall be excluded from the teacher staffing ratio: A . Special Education teachers L. Other designated instructional service specialists Released time provided by the district for such positions/functions as Department Head, Curriculum Leader, Student Activity Director, Mentor Teacher, Athletic Director, or Instructional Support Team shall be excluded from the teacher staffing ratio. Released time is that period of time during which a teacher or specialist is released from regular classroom duty.
Special Services consultation with the regular classroom teacher and special receiving a variety ofspecial education services in are programs available for all needs from mild http://www.ycs.wednet.edu/html/spec.html
Extractions: This program provides English as a Second Language assistance in form of tutoring, consultation with the regular classroom teacher and special materials for students who speak little or no English. It is designed to provide extra help in their first three years in an English-speaking school setting. Title 1 and LAP (Learning Assistance Program) are the federal and state programs designed to provide remedial assistance in academics for students who are significantly delayed in the targeted skills. Through Title 1 and LAP, teachers and instructional assistants provide remedial help in reading and math at grades 1-11. A remedial program in reading and writing is provided at the ninth-grade level. The Yelm Community Schools provides a free and appropriate education to all students. The district is committed to providing programs to special education students in the least restrictive environment. For this reason, the district maintains a variety of program options to serve the individual needs of students. We believe in working with the student and parents to develop appropriate programs for each student. Services A full-range of programs is available for all students, from birth to age 21, who meet the state guidelines for special education programs. As of May 2001, there are 556 students receiving a variety of special education services in the Yelm schools. There are programs available for all needs from mild speech impairments to severe multiple handicaps.
Support Services Referral Team and/or the special needs Coordinator through The needs of the childrendetermine the program are taught within the classroom teacher's curriculum http://www.moharimet.oysterriver.k12.nh.us/Handbook/handbk8.html
Extractions: The Oyster River Cooperative School District recognizes the need to provide appropriate special education and related services to meet the educational needs of all handicapped individuals aged 3 to 21. The philosophy is one of individualized planning and programming for children with special needs in compliance with State and Federal laws. Students with special needs are mainstreamed into regular school programs and assigned to Special Education support, Speech and Language support, Occupational Therapy, Adaptive Physical Education, or Individual Tutorial programs when recommended by the Building Placement Team, which includes the parents Children whose needs cannot be met within the framework of the schools within the district are placed in approved public or non-public day or residential programs. All out-of-district placements are monitored by the District Referral Team and/or the Special Needs Coordinator through the year Besides working with children individually and in whole class groups, the counseling program offers some small group counseling on specific topics including, but not limited to, adjusting to separation and divorce, improving social skills, understanding feelings, and conflict resolution. The needs of the children determine the program and their participation depends upon the approval of their parents. If you would like the counselor to work with your child on something specific, please contact your child's teacher or the counselor.
What Is Special Education? average) environment possible to meet the student's learning needs. The special educationteacher is a resource for the can be entered with a special code to http://d93.k12.id.us/~sservice/WHAT_IS_SP_ED.html
Extractions: WHAT IS SPECIAL EDUCATION? Special Education includes specially designed instruction and related services provided to students with disabilities, ages three to 21. These services are provided in an environment as near to an average classroom as possible. WHO IS ELIGIBLE? Students qualify for special education services if they are determined to have a disability and are in need of a specially designed instructional program to succeed in school. A student's disability may be in one or more areas: academic, physical, mental, emotional, information processing, or speech/language. top HOW DOES A STUDENT QUALIFY FOR SERVICES? Anyone who is concerned about a student's progress in school may start the process. Teachers typically consult with each other and try different interventions to help a struggling student. The Teacher Assistance Team keeps a record of the applied interventions, duration of the intervention, and the results. When the team determines that further attempts at interventions would be repetitious or impractical in nature, it makes a referral to the Multi-Disciplinary Team (MDT) by contacting the principal or chairperson. top WHAT IS THE MDT?
Sierra County Office Of Education and services to meet the needs of approximately student population of with 5 specialeducation students and SDC students are served by the teacher from Loyalton http://www.sierra-coe.k12.ca.us/spedsrv.htm
Extractions: Jump to the following sections by clicking the appropriate topic below. What is Special Education What is a SELPA Program Description Assessment ... Transportation The Sierra-Plumas Joint Unified School District serves all of the communities of Sierra County and the Eastern one-third of Plumas County. The Sierra-Plumas Joint Unified School District is the only single school district in the State serving all of one county and a portion of another county. The Sierra County Office of Education is governed by a seven member Board of Education, which serves concurrently as the governing board of the Sierra-Plumas Joint Unified School District. The Sierra-Plumas Joint Unified School District comprises sixteen-hundred square miles of sparsely populated, mountainous territory in north-eastern California. Many services are shared between the County Office of Education and the School District. In all communities, rather than providing separate classrooms, the County-operated Special Education Program rents space and equipment from the District. Many employees work for both entities, ensuring efficient operation of the public school system.
FHC - Special Education Department class is designed to meet the needs of special of an administrator, special servicesteacher, and a Credit 1/21 Unit Prerequisite special Services Placement. http://fhc.fhsd.k12.mo.us/departments/specialed/courses.htm
Extractions: This course satisfies 1/2-1 unit of the practical art requirement for graduation. Adaptive Family and Consumer Sciences is designed to meet the needs of special services students who require a modified an individual approach to a Family and Consumer Sciences program. Eligibility of any special education student entering the Adaptive Family and Consumer Sciences program will be based on the recommendation by a committee consisting of an administrator, special services teacher and a Family and Consumer Sciences instructor. ADAPTIVE MUSIC Prerequisite: Special Services Placement This course satisfies 1/2-1 unit of the fine art requirement for graduation. This class is designed to meet the needs of special service students who require a modified and individualized approach to a music program. Eligibility of any special student entering the adaptive music program will be based upon recommendation by a committee consisting of an administrator, special services teacher, and a fine arts instructor. ADAPTIVE PHYSICAL EDUCATION Prerequisite: Special Services Placement Adaptive P.E. is an optional course for those students with physical impairment who are unable to take part in regular P.E. classes. The goal of the program is to provide appropriate P.E. for students in any of the following categories: Orthopedically handicapped, cardiological problems, cerebral palsy, nutritional disturbances, disorders in muscular weakness, sensory impairments, respiratory disorders, permanent disability from regular P.E.. Physician's recommendation will be required for all students. An I.E.P. committee recommendation will be required for handicapped students. (Physician's recommendation will thus be required for all except handicapped students).
