Geometry.Net - Basic_S: Special Needs Teacher General

High Stakes Testing A Mixed Blessing For Special Students
they will not be forgotten in the general classroom. . Public Schools and a formerCEC teacher of the While parents of children with special needs support their
http://www.cec.sped.org/bk/cectoday/2000/highstakes_sept2000.html
Uniquely Gifted - Resources For Gifted/Special Needs Children
Online resources for helping gifted/special needs children. Includes links for specific special needs, Category Reference Education Gifted Education special needs general Resources. enabling him to be the way he is' or 'The teacher says if of usdealing with the emotional rollercoaster of parenting specialneeds children.
http://www.uniquelygifted.org/

Extractions: Special Needs Educational Advisor Welcome to my site I hope you find it helpful. If this is your first visit, click here for a guide to the site. This site is named after the book Uniquely Gifted: Identifying and Meeting the Needs of the Twice-Exceptional Student , edited by Kiesa Kay. Twice-exceptional children (that is, intellectually gifted children with special needs such as AD/HD, learning disabilities, Asperger Syndrome, etc.) have a hard time of it in our education system - because their giftedness can mask their special needs and their special needs hide their giftedness, they are often labeled as "lazy", "unmotivated", "not trying". Many people don't even realize that a child can be both gifted and learning disabled; however, Linda Silverman, Ph.D., the director of the Gifted Development Center has found that fully 1/6 of the gifted children tested at the GDC have a learning difference of some type I am a special needs educational advisor , as well as co-founder and co-listowner of the GT-Special email list for families with gifted/special needs children - founded because my co-listowner and I needed a place where we could talk with other parents about our uniquely gifted children. I have also recently started a new list
Disney Learning Partnership - American Teacher Awards - General Information
the Outstanding teacher for last year's Disney's American teacher Awards Ben Kindergartenthrough 12th Grade The Arts, special needs Gifted Education
http://disney.go.com/disneylearning/ata/

Extractions: FOR 2002-03 HAVE BEEN SELECTED We are proud to announce the selection of 32 teachers as Honorees for Disney's American Teacher Awards 2002-03. This award honors outstanding representatives of the teaching profession who construct creative learning environments in which students and teachers alike explore, imagine and engage in a variety of thought-provoking experiences. These Honorees were selected from more than 185,000 nominations submitted by students, parents, educators and community members representing all regions of the country.
CSMEE Digest 98-5
data on students with disabilities in general educational settings Making scienceaccessible special students, special needs. The Science teacher, 57(8), 3438
http://www.ericse.org/digests/dse98-5.html

Extractions: February 1998 (Updated March 2002) ERIC Clearinghouse for Science, Mathematics, and Environmental Education DIGEST Legal resolutions, concerns of parents, and new research on learning and socialization have led to widespread efforts to place students wih special needs in regular classrooms, a practice known as inclusion. According to the report on Women, Minorities, and Persons with Disabilities in Science and Engineering (1996), approximately 6% of children in the United States were in federally-supported special educational programs during the 1992-1993 school year, up 1.5% from 15 years earlier. The number of disabled students participating in regular classrooms has risen by 10% during the past five years (Roach et al., 1997). The manifestation of particular disabilities varies widely among students with special needs, but over half of the identified disabilities are learning disabilities. Other disabilities include speech and language difficulties, mental retardation, and serious emotional difficulties. Physical disabilities are relatively rare, constituting less than 2% of those identified as having disabilities (Women, Minorities, and Persons with Disabilities in Science and Engineering, 1996). The Consortium on Inclusive Schooling Practices (no date given) has developed a framework for evaluating state and local policies for inclusion "in an effort to help state and local policymakers, practitioners, and families determine if the general educational policies of their state or district support the inclusion of students with disabilities." The Consortium offers six policy goals: (a) curricula that allow for maximum development of individual students; (b) measurable, alternative, appropriate assessment practices; (c) accountability for all members of the educational community; (d) commitment to professional development; (e) sufficient and responsible funding for programs; and (f) governance structures that allow for central support of localized control.
Conditions Of Teaching Children With Exceptional Learning Needs: The Bright Futu
and inservice, and for both general and special educators Being unprepared to meetthe needs of students to be a frequently cited reason for teacher attrition
http://ericec.org/digests/e613.html

Extractions: June 2001 The Bright Futures Report In 1998, CEC appointed a Presidential Commission on the Conditions of Special Education Teaching and Learning. Its charge was twofold: Because children with exceptionalities are taught in a variety of settings by a variety of educational personnel, stakeholders for this study included both general and special educators. A pilot web survey was posted, focus groups were held across the country, a major literature review was completed, and a national survey was conducted to identify current conditions. Variables that Affect a Teacher's Ability to Succeed Several themes that influence the conditions of teaching were identified. A sense of collegiality and professionalism, an environment of open and frequent communication, a climate of support, the availability of resources, and a clarity of roles and responsibilities all contribute to a sense of satisfaction for a job well done.
National Resources - General
Section One contains general resources including organizations Slips Created bya teacher of physically dedicated to parents of children with special needs.
http://www.childrenwithdisabilities.ncjrs.org/natgeneral.html

Extractions: This electronic resource guide contains a selection of current, high quality resources for primary care providers and families about caring for children with special health care needs. Section One contains general resources including organizations, web resources, and medical reference books, directories, bibliographies, and other print publications. This section also contains tools for identifying additional resources and staying abreast of developments in the field. Section Two focuses on practical resources to assist families and other caregivers in providing the best care for children with special health care needs. This knowledge path was developed by the National Center for Education in Maternal and Child Health (NCEMCH) at Georgetown University.
Faculty Of Education
general information. , 2. Department of special needs Education. , 3. Departmentof teacher Education and School Development. and the following centres -,
http://www.uio.no/english/ects/uv/

Extractions: UiO - web pages UiO - persons WWW - HotBot WWW - AltaVista WWW - Google About The University Student Life Research ACADEMICS Prospectus and Course Catalogue - with ECTS Information [Previous] [Prospectus and Course Catalogue - with ECTS Information] [Next] The Department of Special Needs Education ... In-service and continuing education courses Faculty of Education
ILTC -- General English And Special Course
of English for special Purposes and special topics courses to meet the needs andinterests of The teacher of the children's classes prepare interesting
http://www.cepd.soros.md/courses.htm

Extractions: There are five sessions per year in which students attend an intensive 42-hour course at one of fourteen levels of General English or four levels of General German. We offer a variety of English for Special Purposes and special topics courses to meet the needs and interests of our students. The most popular is the TOEFL Preparation Course, available to students who have finished level 14. Other courses we have offered include: We also offer specialized courses in German: Preparation for Language test (Vorbereitung auf den Sprachtest);
ISTE - About L&L - General Information
general Information. lesson plans; reproducible worksheets; teacherto-teacher advicefor the exploration of Mars and the universe), special needs articles, and
http://www.iste.org/LL/about/general-information.cfm

Extractions: General Information Articles that appear in To help our readers, Every issue of includes: The One-Computer Classroom, Starship Gaia (ideas for students to use technology to participate in the exploration of Mars and the universe), Special Needs articles, and software announcements and reviews are regular additions to our curriculum offerings. Guidelines for submission of articles to are posted on this Web site and can be requested directly from Acquisitions Editor Anita McAnear (541.346.2400; amcanear@iste.org ) or by writing to Senior Editor J.V. Bolkan, 1787 Agate St., Eugene, OR 97403-1923. Acceptance Rate Review Policies The acquisitions editor initially screens manuscripts to determine if the topic and intended audience is in line with editorial policies.
Teacher Education Programs
different settings, with learners who have special needs. issuance of a teacherscertificate tests on communication skills, general knowledge, professional
http://www.psu.edu/bulletins/bluebook/intro/gi-095.htm
Electronic Journal Of Science Education V4 N3 - March 2000
collaboration is needed between the science and special education teacher. With collaboration,the individual needs of all students, both general education and
http://unr.edu/homepage/crowther/ejse/ejsev4n3.html

Extractions: ISSN 1087-3430 Vol. 4 - No. 3 - March 2000 The First of the Millennium Edition Thank you for your interest in the Electronic Journal of Science Education, the first electronic journal of its kind devoted to the timely sharing of science education issues via the World Wide Web. The editors and review board hope you find the enclosed articles academically and professionally valuable. davisg@mhd1.moorhead.msus.edu Abstract This article explores the impact on K-12 environmental education and the preparation of K-12 teachers to deliver effective environmental education by the national and state standards movement begun by the Goals 2000 program. The article describes what constitutes effective environmental education; the role of technology might play in such an education, and how national and state standards documents support the teaching of effective environmental education. Article Three Inquiry, Nature of Science, and Evolution:
ACE Centre Staff Profiles
Mick is a teacher with experience of teaching in both for 13 years as an Advisor forICT and special needs. Val is your contact for all general and assessment
http://www.ace-centre.org.uk/html/aboutus/profiles.html

Extractions: ACE North Staff Profiles Information Location Staff Profiles The Building Caroline Gray Director Caroline was appointed as Director of the ACE Centre in 1998, after being associated with our work for 12 years. She is an occupational therapist who has been responsible for a wide variety of training and accessing innovations, including the development of an AAC and assistive technology module for occupational therapy students at Oxford Brookes University. gray@ace-centre.org.uk Andrew Lysley Deputy Director Andrew has been at the ACE Centre since its inception in 1984. A teacher by profession, he has worked in special needs education for 20 years. When he is not working within the assessment team, his responsibility for research and development brings him into contact with designers and developers of assistive technology software and systems. He is the only member of staff mad enough to manage multinational EU-funded special needs projects.
SmarterKids.com Glossary Of Educational Terms
Curriculum A teachers detailed plan of skills Deductive Reasoning Reasoningfrom the general to the Used with special needs and gifted children.
http://www.smarterkids.com/rescenter/glossary.asp

Extractions: A B C D ... I J K L M N O P Q R S T U ... W X Y Z Smarter Tips Education Advice Archive Glossary: Achievement Tests norm-referenced tests used to compare students, schools, and states. Such tests measure acquired learning, not learning potential (potential is measured by aptitude tests). Advanced Students – Sometimes known as "gifted and talented," these children consistently perform above their grade level in a particular academic area. Alternate Forms Alternative Assessment Aptitude Achievement Discrepancy Analysis aptitude test scores with achievement test scores in order to identify whether a student is achieving below, equal to, or above expectations based on intelligence. Aptitude Tests Attention Deficit Disorder (ADD) Attention Deficit Hyperactivity Disorder (ADHD) and hyperactive behavior. Medication is often prescribed to alleviate the symptoms. Basal Reader – A book based on a traditional phonics-based reading program. An example is the "Dick and Jane" series.
Asia-Pacific Centre Of EAsia-Pacific Programme Of Education For All - APPEAL
outside community social and cultural life in general (UNESCO, 1999). by UNESCOand others such as the teacher Resource Pack special needs in the
http://www.unescobkk.org/education/appeal/topic08.htm

Extractions: Directory : APPEAL Programme Areas Social Needs Education The Jomtien World Conference on Education for All (1990) set the goal of Education for All. UNESCO, along with other UN agencies, a number of international and national non-governmental organisations, been working towards achieving this goal- adding to the efforts made at the country level. - By updating and revision already developed materials by UNESCO and others such as the Teacher Resource Pack: Special Needs in the Classroom and complementing them with new materials, a simple, user friendly tool kit aimed at teachers/schools compiling proven strategies for developing the school into a teacher and child friendly inclusive school will be produced;
Evaluation Reports
having special needs scored higher than special needs students in the survey periodthe results show general improvement in teacher computer usage
http://emints.more.net/evaluation/reports/

Extractions: Survey Reports Focus Group Reports Monthly Activity Reports MINTs Project Evaluation This policy brief examines the quantitative impacts of the eMINTS Program on the second cohort of participating classes. The analysis compares 2002 Missouri Assessment Program (MAP) results for eMINTS students and non-eMINTS students in the same school building and for eMINTS students and all students statewide. eMINTS students in the fourth grade scored significantly higher than non-eMINTS students. Similar results were not seen among third grade students. eMINTS students in classes characterized by teachers who consistently implement the inquiry-based teaching practices emphasized by the eMINTS professional development program scored higher than students in other types of classes. While there were fewer significant differences in some aspects of the program, these results in general substantiate the positive trends associated with eMINTS enrollments reported in the policy brief " Analysis of 2001 MAP Results for eMINTS Students ," published in January 2002.
New York Resident
starting salary is the same as that of a general education teacher, $39,000. One,Resources for Children With special needs, is funded by the local
http://www.resident.com/12_9/news.html

Extractions: Special to New York Resident An increasing number of children with special-education needs are receiving one-on-one attention in an effort to mainstream them in a regular learning environment. Yet some New York City teachers disagree with the benefits. The Special Education Itinerant Teachers (SEIT) program is a growing individualized special-education program that takes place at the preschool level in a general education setting or at the child's home, depending on the student's needs. Classified under the Americans With Disablities Act, it cannot be cut from the education budget, according to the Least Restrictive Environment Coalition, a group geared toward the parents of children with disabilities. While the majority of New York City educators say only positives come from early detection of learning disabilities, there are criticisms.
General Information
it a broad social responsibility, and the art teachers role observation in schools(elementary, middle, high school, and special needs classes), community
http://kate.massart.edu/at_massart/academic_prgms/art_ed/info.html

Extractions: The Art Education Department serves a variety of student populations; applicants range from those with no experience in education to people who have been teaching for 20 years and want a change of direction. We believe that the best art teachers have a life-long commitment to their own art making. They find inspiration for teaching in their own creative processes and inspiration for their studio work in their teaching experiences. As Chair Claudine Bing points out, Teaching is very close to the art making process. Art making carries with it a broad social responsibility, and the art teachers role often extends into the community. Our curriculum includes art education in schools, museums, community arts centers, and other educational contexts. As Faculty member Christy Park says, Teaching is about opening doors through new experiences, ideas, pictures, and opportunities for reinforcement or revision. Our graduates have flexibility: they can teach adults, can work in museums or in the community-a full range of settings. The program combines the scholarly discipline of an academic program with the intensive studio-based focus of an art college. Art Education courses divide into four areas: theoretical frameworks for teaching art; direct experience with materials and processes; field observation and participation; and student teaching. We emphasize understanding and creating bridges between different cultures and artistic heritages and require students to study the history or art history of at least one non-Western culture.
TASH RESOLUTION ON TEACHER EDUCATION
s position that teacher education programs must be inclusive and collaborative, sothat (a) special and general educators are prepared to meet the needs of all
http://www.tash.org/resolutions/res02teachered.htm

Extractions: Equity, Opportunity and Inclusion for People with Disabilities since 1975. TASH RESOLUTION ON TEACHER EDUCATION Statement of Purpose University programs bear an important share of the responsibility for ensuring that the educational needs of students with severe disabilities are met in general education settings with their nondisabled peers. The purpose of this resolution is to establish guidelines for the preparation of teachers, both those seeking initial certification and those seeking advanced degrees. Rationale Resolution on Education for Students with Disabilities In relation in preparing teachers to meet the needs of students with severe disabilities, therefore, at least two types of efforts are warranted. First, entry level programs should provide all teachers a solid foundation in general education curriculum, instructional methods, and assessment, as well as basic expertise related to serving students with severe disabilities in general education settings. To this end, all teachers need to be prepared to: teach a diverse population of learners within heterogeneous groups, including: (a) those with a range of abilities and needs; (b) those from a variety of racial, ethnic, cultural, linguistic, and economic backgrounds; and (c) those from a variety of family configurations and support systems;
Learning Disabilities OnLine - Laura Shibles - LD OnLine Mentor Teacher Of Febru
I can have two instructional aids for one trained teacher. to working together tomeet the needs of all work by both the general and special education teachers
http://www.ldonline.org/teaching/laura_shibles.html

Extractions: (opens in a new window) Laura, you have worked in so many roles. For many years you taught as a special education teacher working with elementary school children with learning disabilities. Today you are the principal of an elementary school with a very diverse population of students. Students come from all socio-economic levels in Fairfax County as well as from a very wide international base. Students from your school are doing well academically. What is important to creating a quality school program-especially for students with learning disabilities? Principal Shibles Teachers collaborate on a skit. LD OnLine recently received a comment from a special education teacher who is being asked to provide services in an inclusive classroom. The teacher asked for guidelines. "The classroom teacher seems to think I am the 'teacher's aide.' I am asked to make copies of materials, run errands, and generally perform other non-teaching chores. Other special education teachers in inclusive settings have expressed similar concerns. How do you avoid this problem?" I really look for teachers who work collaboratively. I do not want a special education teacher who will serve as an "instructional aid." I tell the teachers that I can have two instructional aids for one trained teacher. I really want teachers who are committed to working together to meet the needs of all the students in the classroom. This takes planning and a lot of proactive work by both the general and special education teachers. Special education teachers need to be well versed in the regular education curriculum as well so that they can adapt to the classroom programs.
The Institute Of Educational Studies And Research
Departments Department of generalEducation teacher Training. Department of Technical-Educationteacher Training. Department of special-needs teacher Training
http://www.cu.edu.eg/Faculties/es&r.asp

Extractions: Home General Information Faculties Information Systems Cairo University The Institute of Educational Studies and Research Search Documents Go These Diplomas can be obtained in one of the following Departments: Department of General-Education Teacher Training. Department of Technical-Education Teacher Training. Department of Special-Needs Teacher Training. Department of Nursery and Pre-School Teacher Training. Department of Psychological Guidance. Department of School Libraries.

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