Extractions: Individuals with Disabilities Education Act's web site Materials available from the equal employment opportunity commission Accurate assessment and appropriate help for dyslexia and LD American Bar Association - Child Advocacy and Protection Center ... Camdenton school loses dyslexia disabilities appeal The Indivduals with Disabilities Education Act's website is: http://www.ed.gov/offices/OSERS/IDEA/ Good web site for info on other LD Laws Another web site that great for LD laws wrightslaw.com. http://www.reedmartin.com Disability Rights Education and Defense Fund (DREDF): PRESERVEidea@DREDF.ORG Web site from the U.S. House of Representatives to help improve Individuals with Disabilities Education Act (IDEA): Please write-in your "Great IDEAs," to: http://edworkforce.house.gov
Extractions: Ten Steps to Successfully Homeschooling Children with Special Needs If you are a parent of a child with special needs and considering homeschooling, you undoubtedly have many questions and concerns. Youre not alone, but you probably know more about homeschooling than you realize. For example, youve spent the first five years of your childs life as his most important "teacher." In addition, if your child has been in public school, youve probably spent many evenings and weekends helping your child do homework. Guess what? Youve been homeschooling. My husband, Clint, and I have "been theredone that," and now were on our tenth year of homeschooling. Our sons Cj (22) and Shane (15) have been diagnosed with attention differences, and had we left them in public school, it is my opinion they would have inherited more labels as well. Has homeschooling been hard? Sometimes. Interesting? Who said living with children with special needs is boring? Can it be done? Yes! Homeschooling isnt a cure, and it is easier for some families than for others. However, homeschooling has rapidly become a respected alternative, especially for those children with special needs who are being pushed out of public schools. Its not my place to diagnose, label, or tell you how to homeschool your child with special needs. And the issues of medication and counseling belong within the scope of each familys decision-making process. However, with the one-on-one learning that parents provide in a homeschool environment, children with special needs can soar.
Extractions: General Resources: Exceptional Parent Magazine TRI Online! Bookstore - Books About Self-Advocacy. The Parent Advocate News. The Council of Parent Attorneys and Advocates. ... HipMag Online. Interactive web site for deaf children. Internet Resources for Special Children. For all the Special Kids of the World. The Family Village. Children with Disabilities. ... Rehabilitation Act of 1973. Site 1. Rehabilitation Act of 1973. Site 2. Rehabilitation Act of 1973. Site 3. The Rehabilitation Act Amendments of 1998. Section 504 Regulations. Neighborhood Legal Services: New York State Guidelines to Allow for the Transfer of Assistive Technology When a Student Moves from School Jurisdiction to Higher Education, Other Human Services Agency or Employment. Resources for Disabled and Special Needs Children. ... The Association for Special Kids. An organization that helps families with special needs children set up individual financial plans. National Library Service for the Blind and Physically Handicapped Parents' Guide to the Development of Preschool Children with Disabilities: Resources and Services.
Washington Wire - August 2002 - OU.ORG in funding and programs provided to special needs children in Natl Jewish Councilfor the disabled recently traveled to washington to join with http://www.ou.org/public/wwire/wwaug02.htm
Extractions: We continue to work toward securing greater protection for the religious needs of employees in the workplace. Such protections are needed to secure the ability of employees to observe religious holidays and wear religious garb if not already allowed to do so by their employer. We are pleased to report that since having the bill introduced in the U.S. Senate in late May by Senators John Kerry and Rick Santorum, we have gathered 14 senators as co-sponsors to date; this is the largest number of cosponsors WRFA has ever had and they include a broad bipartisan range of members. In June, we held a press conference which served as a catalyst for more senators being interested in the measure. We are now strategizing with our coalition partners as to how to move the measure toward a floor vote in the fall We are working with key Hill staffers and Administration officials as they prepare to reauthorize the Individuals with Disabilities in Education Act (IDEA) the federal governments funding mechanism for special ed. programs. Given the frequent disparities in funding and programs provided to special needs children in parochial schools vs. those in public schools, this is a high-priority issue for us to work on in the education policy arena this year and next. Toward that end, Dr. Jeff Lichtman director of the OUs Yachad/Natl Jewish Council for the Disabled recently traveled to Washington to join with us in meetings with senior Administration officials who will be guiding this policy formulation.
Therapy/Respite Camps: Kids With Autism And Other Special Needs Information about summer camps for kids with autism and other special needs in the US.Category Health Mental Health Services United States washington Parent Summer Camp Guide lists all types of emotionally, behaviorally,and learning disabled children by for children ages 515 with special needs. http://wmoore.net/therapy.html
Extractions: Therapy/Respite Camps for Kids This page evolves as people tell me about new camps, so if you know of camps that are not listed here, please email me so I can get the information posted here. If you direct a camp that would like a simple WWW page that describes your camp, I'll be pleased to put one up just email a description of the camp to me. Also, please let me know about any other WWW resources to which I should have a link. Thanks! Information about summer camps that focus on therapy for kids with special needs and/or respite for the kids and their families. I have broken it into national categories and regional categories in the USA: Apologies in advance if my sense of these regions differs from yours! I also have some links to other potentially useful pages Connecticut Camp Horizons provides winter weekend get-a-ways, a week long holiday event, and 8 weeks of residential summer camp for children and adults who are mild to moderately mentally handicapped. In South Windham, CT. Camp Hemlocks , in Hebron, is a rustic, barrier-free, year-round camping facility which provides recreational, educational and social programs for children and adults with disabilities and their families.
Disability News Newsgroup Archives are changing the landscape of special education, enabling thousands of disabled studentsto In schools across the washington area and elsewhere, there http://www.dimenet.com/disnews/cgi/getlink.cgi?80T
Extractions: What Do New Teachers Need? Although there have been few large-scale studies of new teacher induction programs, existing data confirm that schools that provide high levels of support for beginners do retain more teachers (Goodwin, 1999). The Santa Cruz New Teacher Project (SCNTP), for example, which has been in existence since 1993, reports that 90 percent of participating teachers have remained in the profession (Moir, n.d.). Weiss and Weiss (1999) cite a 93 percent retention rate in urban districts that provide formal induction programs for beginners. Benefits for students and schools:
IHT: Special Report: International Education washington Compared to other industries, universities' product - knowledge A FreshLook at 'special needs'. they are now known as ''learning disabled'' in the http://www.iht.com/IHT/SR/021599/
Extractions: The IHT would like to thank the following advertisers who appeared in the February 15, 1999, Special Report on International Education A.C.F. Aiglon College A.I.S.S. American School American University, Washington A.S.A. Bennington College Berlin International School B.L.S. British Institute of Florence Camp Watonka Cardozo School of Law C.L.E. Darden School Foundation Ecole Active Bilingue Ecole des Hautes Etudes Internationales Ecole Lemania E.S.C.P. ESMOD Eurecole Fachhocchschule Hamburg George Washington University Harvard University Graduate School of Design Haus der Technik High Adventure Camp Hochschule Bremen Hotelconsult I.F.A.M. IHTTI Institut de Francais International School of Amsterdam International Summer Camp Montana International University, Geneva I.S.G. John F. Kennedy Intl School John Hopkins University Judson School Harvard Summer School Katz Graduate School of Business Lennen Bilingual School London School of Journalism Manhattanville College Massachusetts Institute of Technology Millefeuille Provence National Camp Association New England Villages NIMBAS Pace University Pok-O-Maccready Preston University RICHMOND Ross University Rotterdam School of Management St John's University Salem College Sections Internationales de Sevres Sorbonne Sotheby's Institute Sprachen und Dolmetscher Institut Munchen Stanford Summer Session Tabor Academy TAFT Tasis Touro Law Center Touro University International Tufts University Universite Aix-Marseille University Medical School of Debrecen University of California, Riverside
Care For Children With Special Needs early intervention for developmentally disabled children seems Care for Childrenwith special needs, Pediatrics 94 A Statistical Portrait (washington DC, NCES http://www.americaschildcareproblem.com/supp-info/sup-special-needs.html
Extractions: Thirty years ago, most schools did not enroll children with severe problems. Children born with severe disabilities used to be kept in institutions. Refinements in treatment and equipment have allowed more of these children to live at home, and thus have the possibility of going to school along with other children. The ideal of integrating children with special needs into mainstream classrooms is now clearly agreed upon by both professionals and the public. Both typical and atypical children are considered to benefit from this policy. The Education of All Handicapped Children Act of 1975, amended in 1986 and renamed Individuals with Disabilities Education Act (IDEA), reinforced by the American with Disabilities Act (1990), require mainstreaming in public institutions and in private institutions that accept public support. We have, however, a long way to go in creating an effective service delivery system to promote the integration of children with disabilities. Special supplementary funds are appropriated for child care centers who take children with special needs, but funding is limited and most centers are wary of taking in these children. No one knows just how many preschool children are disabled. Eleven percent of public school children received special education in 1993. That figure is expected to rise as more families take advantage of the services created by the federal legislation.
REM Special Needs - Links Resources http//www.eskimo.com/~jlubin/disabled.html. special Education (Universityof Kansas) http//www.sped The ARC washington State http//www.arcwa.com/. http://www.r-e-m.co.uk/specialneeds/links.htm
Extractions: [Print Friendly Version] The information below on resources for Foreign Service employee parents of children with special educational needs was originally transmitted to all posts on February 25, 2000 (State 034356) from then Assistant Secretary Patrick F. Kennedy. Phone numbers and staff names have been updated as of August 2002. The Bureau of Administration wishes to remind parents of children with special education needs of resources available to them. We hope that advance information on special educational assets in schools available at overseas posts and on private resources available in various locales will help employees and parents choose posts to bid on that will meet the needs of all family members. Because several offices at State are involved in coordinating and providing special education needs services, we hope that this cable will be useful to parents in sorting out the bureaucracy. Behind that bureaucracy and the acronyms that identify the offices, are individuals with the knowledge, background, and desire to assist. Non-State personnel should always consult with their own agency on procedures and on the special education allowance described below, as each agency must fund allowances for its own employees, and other agencies may adopt regulations that are more restrictive than the Department of State Standardized Regulations (DSSR).
Extractions: The PATHWAYS DEVELOPMENT GROUP in Seattle, USA have designed some amazing switches and interfaces which allow disabled children to play Nintendo consoles - you can see photos here of their interfaces for ALL THREE main Nintendo consoles: for use with NES for use with Super NES for use with NINTENDO 64 Pathways Development Group in Seattle have now received CE Mark certification for their interface for the Nintendo® N64 console. This means that this wonderful invention which allows disabled kids to play the N64 on an equal footing with their able-bodied friends, can now be sold in the United Kingdom and Europe, as well as other areas of the world. See the Surplus Resources page for details of free videos showing these interfaces and switches in action, and for further background information, see Mike Andrews' report in our April Newsletter on how a 12-year-old girl with severe Cerebral Palsy was able to play a Nintendo console with great enjoyment, almost immediately - "her parents were amazed" .....
School Choice For Special Ed Parents of disabled children need more choices, but they Eagle on July 19th as specialedParents 1000 Massachusetts Avenue, NW washington DC 20001-5403 Phone http://www.cato.org/dailys/07-16-02.html
Extractions: July 16, 2002 by Marie Gryphon and David Salisbury Marie Gryphon is a policy analyst and David Salisbury is director of the Cato Institute's Center for Educational Freedom . They co-wrote, " Escaping IDEA: Freeing Parents, Teachers and Students Through Deregulation and Choice ," released on July 10. Last week, the President's Commission on Excellence in Special Education released recommendations for the nation's troubled special education system. Proposing that states be allowed to adopt school choice programs for disabled students coupled with extensive continued regulation of both public and private schools the commission got it half right. A Cato Institute policy analysis released right after the commission's report shows that real reform requires massive regulatory relief in addition to parental choice. The Individuals with Disabilities in Education Act (IDEA) governs the development of educational programs for more than 5 million disabled children. Instead of empowering parents, the law creates a power struggle between parents and the education establishment. When disagreements occur, parents and school officials must sort out their differences through a complex series of dispute resolution procedures, often involving attorneys and lawsuits. This "dispute resolution model" creates needless conflicts between parents and educators. Because benefits under IDEA are determined on a case-by-case basis, parents can walk away with either few special benefits or many, based less on their child's needs than on how aggressively they navigate the act's procedures.
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
Online Resources For Special Education - Washington - GreatSchools.net resources for families in washington, including publications events in the learningdisabled (LD) community support; it offers a special education professional http://www.greatschools.net/cgi-bin/showarticle/wa/94/parent
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
ELLs With Special Needs -- ERIC/CLL RGOs washington, DC National Center for ESL Literacy Education ESL Instruction for LearningDisabled Adults. concerned with a wide range of special educational needs http://www.cal.org/ericcll/faqs/rgos/special.html
Extractions: ERIC Documents Several factors influence the identification of English language learners with special needs. Limited prior schooling, lack of proficiency in English, native language background, cultural expectations, and personal or family concerns can all influence a learners academic progress. It can be difficult to distinguish between a learning disability and learning problems caused by a variety of other factors. English language learners whose difficulties in school stem from these factors may be misidentified as having a learning disability. In other cases, English language learners who have a learning disability may not be properly identified on the assumption that their learning problems stem from linguistic and cultural differences. To further complicate matters, special needs may not have been identified in the learner's native language but may become evident as the student is learning English. Traditional identification instruments designed for English speakers may not be valid with English language learners. Identification of English language learners with special needs should include consideration of the following factors:
Group Homes, Housing, Residential Schools & Other Links (washington). Living The Institute serves self-help organizations of disabledpeople who Church Hill School is an independent residential special school for http://www.geocities.com/Heartland/Woods/2869/links.html
Extractions: The following links aren't just for autism, but rather provide information on the topics of housing, independent living for all disabled persons, special needs trusts, etc. Most of these links lead to pages outside of this website, so please bookmark this page before leaving. You can also return here by clicking on your browser's back button. Listing of a residential site or school does not constitute endorsement C A N A D A Vancouver Island Autistic Homes Society L'Arche is an international federation of communities in which people with an intellectual disability and those who chose to join them live, work and share their lives together in an atmosphere of trust, friendship, belonging and forgiveness. (Canada, Australia, Belgium and other countries worldwide) U N I T E D K I N G D O M have come together to pioneer an exciting new service for people with autism. Adult Placement Services will provide caring homes for autistic people with experienced, trained and skilled Carers and families in the community. Devon Cornwall Autistic Community Trust - The DCACT is a Registered Charity and a non-profit making Limited Company formed in 1982. Since that time the organisation has grown to establish itself as one of the country's (UK) leading service providers for people with Autistic Spectrum Disorders (ASD). Now with a reputation for delivering an extensive range of very high quality services to people of all ages the DCACT continues to work towards the day when all people with ASD have their individual needs met with appropriate services.
Special Needs - OSEP Guidelines washington, DC In May 1995 the District of instructional objectives in a disabledstudent's IEP the student's IEP including special education, related http://www.stnonline.com/stn/specialneeds/osep95hehir.htm
Extractions: Disabilities Transportation Guidelines WASHINGTON, DC In May 1995 the District of Columbia Public Schools wrote the Office of Special Education Programs in the U.S. Dept. of Education and requested clarification of its obligations to provide transportation to students with disabilities. The agencys response, while not federal law, clarifies the Clinton Administrations policy in this important area. Written by Dr. Thomas Hehir, OSEP director, the letter addresses each of the four concerns raised by DCPS. The letter is reproduced here in its entirety with only minor editorial notations to assist readers understanding. Hehirs letter is addressed to Franklin L. Smith, Superintendent of the District of Columbia Public Schools.
DRR: Education subject line to listproc@u.washington.edu. ca/, National Educational Association ofDisabled Students sne, information about all special needs Education Network http://www.washington.edu/doit/Brochures/DRR/edu.html
Extractions: Search Directories Reference Tools UW Home ... DO-IT DO-IT resources DO-IT Programs DO-IT Search DO-IT Home page (A by an entry indicates an addition or correction to the latest print version CADRE , The Coalition for Disability Reform in Education, is made up mostly of postsecondary students with disabilities. To subscribe, send a message with a blank subject line to listserv@maelstrom.stjohns.edu . In the body of the message type " subscribe cadre Firstname Lastname DAteach is a discussion group for current and future teachers with disabilities to share information, support, and guidance. To subscribe, send a message with a blank subject line to listserv@listserv.montana.edu . In the body of the message type " subscribe dateach Doitsem is a forum for disabled students and advocates to discuss the integration of people disabilities into science, engineering, math studies, and careers. To subscribe, send a message with a blank subject line to listproc@u.washington.edu
Food Service Resource List Special Needs for school food service staff washington, DC US oraldental health for the developmentallydisabled, and 5 required by children with special needs who attend http://www.nal.usda.gov/fnic/service/foodsn1.htm
Extractions: The resources selected for this list contain reliable information and are available nationwide. Your local library or bookstore can help you locate these books, journals, and audiovisuals. Other items can be obtained from the source listed. The call numbers provided are for the National Agricultural Library. Lending information is provided at the end of this document. Summary: Describes some of the factors which must be considered in the early phases of planning for substitutions to the regular school meal which must be made to accommodate children with disabilities. Suggests ways in which the school food service can interact with other responsible parties in the school and the community at large to serve children with disabilities.
