61. WHY THERE IS A NEED FOR THE NFGCC law that enables the developmentally disabled and other parents how to help theirspecial needs children is its headquarters in Warwick, rhode island Since 1969 http://www.nfgcc.org/e.htm

Back to Packet Index WHY THERE IS A NEED FOR THE NATIONAL FOUNDATION FOR GIFTED AND CREATIVE CHILDREN For too long, childhood "creativity" has been treated as a psychological affliction by the very people responsible for their educationteachers, professionals and administrators. As a result of widespread ignorance concerning the creative and gifted, many schools have neglected them or worse, have coerced their parents into giving their children sense dulling medication to "keep them manageable" in class. The NFGCC's main purpose has not only been to document the widespread over-prescription of drugs to children, but the continuing neglect and ignorance of school teachers and officials. More than 100 actual case histories are on file at our headquarters. THE CRISIS IS REAL We believe there is a crisis in education when gifted and creative children are found in mental institutions or homes for the retarded. We believe there is a crisis in society when gifted children grow up and are later convicted of crimes because as one eminent psychologist puts it "the years of frustration, denial and treatment as a "freak" finally takes it's toll." We believe there is a crisis in America when every year children are admitted to hospitals for seizures from overdosing on medication given to them by school consultant physicians. As a result these children become emotionally unbalanced and psychotic after years of being frustrated and abused by a system that refuses to acknowledge their special needs.

62. Volunteer Opportunities With A Foreign Language Dimension In The in existing services for special needs populations, including homeless, the developmentallydisabled, the Deaf accessible to the rhode island Hispanic community http://www.brown.edu/Departments/CLS/resources/volunteer.html

Volunteer Opportunities With a Foreign Language Dimension In the metropolitan Providence area are many opportunties for voluntary community service where language skills may be put to good use. Through the Swearer Center for Public Service (25 George Street, Box 1974; 863-2338) and its affiliated organizations and projects, members of the Brown community who wish to help others may find opportunities with a distinctly international, multicultural or language dimension: The Adult Academy The Adult Academy is a project of the Swearer Center for Public Service at Brown University. Through the help of volunteers recruited from area colleges and universities and the greater Providence community, it designs innovative literacy programs to fill gaps in existing services for special needs populations, including immigrants and refugees, parenting teens, senior citizens, the homeless, the developmentally disabled, the Deaf, and adults in psychiatric care. Among its various projects are several ESL programs for children and adults. For more information, contact Marie Cora, Assistant Director for Adult Education, Swearer Center (x3986). Brown Community Outreach Founded in 1975, the Brown Community Outreach is a student run organization which serves as a primary resource for students to channel and organize their community service efforts. BCO does this by counseling and referring students to community agencies listed in a clearinghouse of volunteer opportunties. In addition it sponsors forums, workshops, one day service projects, and maintains close relationships with community agency personnel. BCO is coordinated by a 13 member student board, and facilitated by a full-time staff coordinator. For more information, call x3676, or stop by the BCO in the Swearer Center at 25 George Street.

63. 1995 Rhode Island Kids Count Factbook development, WIC results in savings for special education thatmay as Head Start, DonatedDental Services of rhode island (for disabled children), Travelers http://www.brown.edu/Departments/Taubman_Center/kidscnt/repr95_3.html

HEALTH Delayed Prenatal Care DEFINITION Delayed prenatal care is the percentage of pregnant women beginning prenatal care in the second or third trimester of pregnancy or receiving no prenatal care at all. Data are reported by place of mother's residence, not place of infant's birth. SIGNIFICANCE Timely and comprehensive prenatal care significantly increases the likelihood of delivering a healthy infant of normal birthweight. Delaying the start of prenatal care to the second trimester increases the health risks for both mother and baby. Women who begin prenatal care in the first trimester are advised earlier about smoking, nutrition and other exposures that affect fetal development. Their health care providers have an early opportunity to prevent, detect, and treat pregnancy-related conditions or complications. Early prenatal care is especially important for women at increased medical or social risk. Barriers to receiving care are greatest for poor, young or minority women due to lack of health insurance, transportation, education and child care, and because of language and cultural differences. Figure 3-1: DELAYED PRENATAL CARE IN CORE CITIES Figure 3-2: WOMEN RECEIVING DELAYED PRENATAL CARE BY RACE Table 3-1: Delayed Prenatal Care, Rhode Island, 1987-1991

64. TechACCESS Of RI: Assistive Technology ... Access The Power Conference Schedule of hearing, late deafened, or speech disabled to use J. Accessing Public Transportationin rhode island During this Speech Pathologist; Beth Bowers, special Ed http://www.techaccess-ri.org/confbrch.htm

TechACCESS Home Page Assistive Technology: Access the Power A conference for people with disabilities, families and professionals FRIDAY, November 8, 2002 7:30 AM - 4:30 PM Crowne Plaza at the Crossings, Warwick, RI General Information Conference Schedule Sponsors Full Day Presentations ... TOP Assistive Technology: Access the Power Assistive technology can play a critical role in the life of a person with a disability. A wide range of presentations and an exhibit hall offering product demonstrations and information will provide conference participants with the opportunity to learn what a powerful impact assistive technology can have. New! After review of past year's conference evaluations, two longer, in-depth sessions are being offered this year. TOP Conference Schedule 7:30-8:30 Registration and Coffee 8:30-10:00 Session I 10:00-3:30 Exhibit Hall open 10:30-12:00 Session II 12:00-1:30 Lunch and Awards 1:30-3:00 Session III 3:00-4:00 Meet RICAT Special Performance by the "Headbangers!"

65. Welcome To FV KASA >>>> News Archives >>>> 11_29_01 - Special Edition the lives of youth with special health care needs and Julie Woods (Loving Your DisabledChild) addresses 67% Oregon 57% Pennsylvania 18% rhode island 35% South http://www.fvkasa.org/news_archives_11_29_01.asp

KASA News November 29, 2001 NEW KASA BOARD MEMBERS KASA is proud to announce that after a lengthy and difficult selection process, we have added four new members to our National Advisory Board. They are: Blake Bogartus, 18 years old, from Alabama Mara Buchbinder, 20 years old, from New Hampshire Micah Fialka-Feldman, 17 years old, from Michigan Amanda Putz, 15 years old, from New York These folks join our 5 other Board members in doing long and short term planning for KASA and representing us at national meetings. We have also elected new co-chairs for the 2002 year, Maia Wroblewski and Naomi Ortiz. You can read more about our new Board members and co-chairs on our website in January. We thank all of you who helped to distribute our application and especially to those of you who applied to be on the Board. We receiving an incredible number of applications and the selection process was very competitive. We hope that all of you will continue to make a difference in your communities and to be active members of KASA at every opportunity. DISABILITY PREPAREDNESS WEBSITE The Disability Preparedness Website is up and running. This website features the article, Emergency Planning for People with Disabilities and Other Special Needs, by Dr. Carl T. Cameron, President, Board of Directors for the Inclusion Research Institute. Users will also find resources for training, products, articles and websites. For more information visit their

66. DCPL: Branches: Woodridge Regional Library the president to appoint a special committee, , for disappearance of eligible sitesalong rhode island Avenue barrierfree buildings for the disabled in the http://www.dclibrary.org/branches/wod/history.html

About Your Library Schedule News Careers ... Search the Internet Branch Libraries Woodridge Branch Library Woodridge Branch Library History The mainly residential neighborhood of Woodridge was located in the Northeast quadrant of the District of Columbia, and centered on Rhode Island Avenue. By the 1920s, the area had become densely populated with generally middle-class residents living in free-standing, single-family dwellings. The idea for a public library branch in Woodridge was first presented to the Rhode Island Avenue Citizen's Association in August 1921 by one of its members R.H. Elsworth. After meeting with Theodore F. Noyes, president of the DC Public Library Board of Trustees, the Association appointed a special committee to study the feasibility of the library proposal. The committee canvased the neighborhood, surveying the resident's on their desire to have a public library in the vicinity. The committee also studied the population of the area and compiled a list of potential sites for the new library. In December of 1921, the committee reported that: Whereas the failure to provide ready facilities for procuring such books results in promiscuous, unguided reading, which may be undesirable or positively harmful; and whereas suitable sites for a public library properly located are fast disappearing; now, therefore, be it resolved, that the Rhode Island Citizens' Association authorize the president to appoint a special committee, ..., for the purpose of taking such action as may be necessary to procure a suitable library site and building in this community at the earliest possible date

67. Learning Disabled (LD)-EDUFAX FAQ. I am learning disabled. GED but I have suggested he first be tested for LD so thathe can identify what areas need special attention I now live in rhode island. http://www.edufax.com/faqld.html

E D U F A X Test Prep Applications College Graduate School ... EDUFAX for all the facts about your education The EDUFAX Frequently Asked Questions (FAQ) Site I have a LEARNING DISABILITY..... List of Topics [click on the topic of interest] HELP ! I am a high school student... I am a college student... I have a pre-high school child... ... Independent/Private school for LD List of Questions [click on the question of interest] HELP ! I am a student with Learning disabilities entering 10th grade. I cannot take college prep courses, but want to go to college. I need to pick high school courses that will be accepted by colleges. I need help I have a learning disability. I went to a private school, took all the required courses and credits. However, I did not pass my High School Exit exam and received a Specialized Education Diploma. Now I am having difficulties in getting into college. Please help! My daughter is visually impaired. She works very hard. She has been told by her teachers that she should not be collegebound. If she gets the Special Education Diploma (SPED) will she be able to get into any college? Please Help I don't get any support services in high school, although I have been tested learning disabled. Should I declare my disabilities when I apply to college ... I have a learning disability. I did a semester program away from home. Because I work more slowly than my peers, I did not have time to finish my work while I was at the program. My grades dropped significantly from what they had been at my home school, although the curriculum was not more difficult. If I explain the circumstances to the colleges, will it improve my chances for admission I am a high school student...

68. Opening New Doors - Model Programs Developed Through Labor/Management Cooperatio operated services in rhode island and Minnesota. for the developmentally disabledin Minnesota services, activity approaches, special needs training, behavior http://www.afscme.org/pol-leg/opend04.htm

Model Programs Developed Through Labor/Management Cooperation The following are examples of labor-management relationships that have resulted in quality services: RHODE ISLAND In 1979, the state made plans to shut down its institution for the developmentally disabled, move the clients into privately run group homes and leave the Ladd Center employees to fend for themselves. Instead, the union fought to bring together the interests of the workers and the institutional residents and their families to get involved in every stage of planning, training and implementation of deinstitutionalization. The union’s efforts paid off, and in 1980, the state signed an agreement (see Appendix D ) which stipulated no layoffs and full AFSCME participation. What emerged was an innovative program of state-operated’ community-based facilities, which has meant job upgrades and improvements in the quality of care for the developmentally disabled. "The world is changing and we need to work together to be prepared for those changes." In October 1997, AFSCME Council 94 and the Rhode Island Department of Mental Health, Retardation and Hospitals (MHRH) received a Federal Mediation and Conciliation Service grant to establish a pro-active partnership through a Labor Management Cooperation Program. Four AFSCME locals represent 70 percent of the more than 2,100 MHRH employees. Local 1293 represents 505 direct care and support employees providing services to the developmentally disabled in community-based settings. Local 1350 represents 640 nursing assistants, LPNs, dietary, housekeeping, and other direct care and support staff in the acute, long-term care and psychiatric units of the department’s fully accredited Eleanor Slater Hospital. Local 2392 represents 112 skilled craft, maintenance and support workers, and Local 2883 represents 139 supervisory personnel from all areas of the department.

69. National Federation Of The Blind Of Rhode Island National Federation of the Blind of rhode island. disabled people would be askedto use ID cards issued ordered a 56% cut in funding for special education for http://www.prism.net/gemini/minutes/0203mins.htm

National Federation of the Blind of Rhode Island Minutes: The meeting took place Saturday, March 9, 2002 at 1 Chestnut Street President Richard Gaffney called the meeting to order at 10:00 a.m. A moment of silent prayer and roll call were observed. Minutes of the previous meeting were approved. It was decided that a Budget and Finance Committee would be established to monitor NFB of RI investments and recommend any changes. Rui Cabral, Robert Pires, and Ken Bryant will serve on this committee. Membership: Richard Gaffney stated that membership cards that are being sent to paid up members for 2002 will show the month and year the renewal form was processed. Sunshine: Evelyn Carvalho agreed to serve for another year as chairperson of the Sunshine Committee. A get well card will be sent to Alice Franko, and a friendship card to Edmund Beck. Office Report: The President stated that the organization needs to buy a new computer to handle the large volume of correspondence now being processed by the President and Office Manager. Volunteers are also needed at the office to help keep up with the increasing workload.

70. Manuals Parent Information Network 109 rhode island Road Lakeville Families of Children withSpecial needs Paying the Children, Poor, Elderly disabled Mental Health http://www.parentinfonet.freeservers.com/manual.html

Manuals Parent Information Network 109 Rhode Island Road Lakeville, MA 02347 TOPIC:Education Series on Community Based Services for Children Disturbed- Volume III:Therapeutic Foster Care by: Beth Stroul, M.E.D. Secondary School Improvement Councils Parents Guide to Special Ed. Regulations-Mass. Dept. of Education (DOE) Developing an Effective School Improvement Council Chapter 766 Regulations - DOE A Focus on Attention Deficits - DOE Eligibility Guidelines for Special Education 1994 A Focus on Integration Eligibility Guidelines for Special Education 1992 Directory of Facilities and Services for LD Massachusetts Comprehensive Assessment Navigating the College Admissions Process around Transition Services for Students moving into Adulthood/After High School Massachusetts Education Reform Act Massachusetts Department of Education Education Reform Implementation Plan- 1993 Student Access - A Resource Guide for Educators - Section 504 Student Record Regulations- DOE When Parents and Educators Do not Agree-Using Mediation to Resolve Conflict (SPED) Serving Students with Special Health Care Needs in the School Setting: Legal and Implementation Issues Industry - Education Partnership Guidelines- DOE School-Based Improvement Implications for Superintendents Leadership Exemplary Mental Health Programs: School Psychologists as Mental Health Service Providers School- Community Compacts for Family Involvement in Education Involved In Treatment- Davis S. Mishkin, Ph.D.

71. U.S. Congress Holds Briefing On The Status Of Girls And Young Women With Disabil Honorable James R. Langevin (Democrat, rhode island), who is of funding separate projectson disabled girls, a the equity challenges of special education, she http://www.disabilityworld.org/09-10_02/women/status.shtml

table of contents home page text-only home page U.S. Congress Holds Briefing on the Status of Girls and Young Women with Disabilities By Ilene R. Zeitzer, Disability Policy Solutions ( ilenezdc@aol.com Spurred by the Center for Women Policy Studies, members of the U.S. Congress held a briefing on September 19, 2002 on the educational needs of disabled girls and young women. The briefing focused on the current status and the research and programmatic efforts needed to address the issues faced by girls and young women with disabilities. In addition to the Center for Women Policy Studies (CWPS), the briefing was also hosted by the Congressional Caucus on Women's Issues and the Congressional Bipartisan Disabilities Caucus. The latter caucus is newly formed and is co-chaired by the Honorable Constance A. Morella (Republican, Maryland) and the Honorable James R. Langevin (Democrat, Rhode Island), who is a wheelchair user. CWPS President, Leslie R. Wolfe, spoke briefly about the Center's interest and ongoing work in the issues confronting females with disabilities. The Center has already published several studies that have defined the issues, and has explored many of them in greater depth such as health care access, violence against disabled women and women with HIV/AIDS. Dr. Wolfe then introduced the presenters who were: Harilyn Rousso, a CWPS Board member and Director of Disabilities Unlimited Consulting; Corbett O'Toole, Director, Disabled Women's Alliance; and Ivonne Marcela Mosquera, a former student activist.

72. Nonprofit Management Job Opportunities In Massachusetts, Rhode Island, New Hamps providing general administrative office support; special projects at the working withhomeless and/or disabled populations. Organization The island Institute. http://www.opnocsne.org/classifieds/management.html

Mark J. Matluck Program Director Executive Service Corps 87 Summer Street Boston, MA 02110 Phone: (617) 357-0849 Fax: (617) 423-2510 mmatluck@escne.org www.opnocsne.org Management Organization: Center For Family Connections (CFFC) Title: Project Coordinator/Staff Clinician Description: Making a Difference/Support Families and Kids in Adoption. Areas of responsibility: Reports directly to CEO and the Director of Clinical Programs (DCP) Coordinates components of two federally-funded projects: ParentaLinks for Sibling Kinnections (strengthening sibling relationships), and MentorZ for Project Inclusion(building teenage self-esteem). Assists Project Managers to recruit and organize target families and teens. Schedules and coordinates visitations and sessions, trains and sets meetings between Parentalinks, Mentorz, participating families, teens, and clinicians. Disseminates information about ParentaLinks and Mentorz. Implements improvements as needed. Works as a team member to meet project objectives and assists in fulfilling project deliverable requirements. Intake coordination and coordination of other clinical projects, including collateral work associated with each project. Sees a caseload of clients as well. Perform additional related duties as required. Qualifications: Licensed to practice in social work, psychology, or marriage and family; LICSW/LCSW/LMFT/LMHC; Five or more years of experience, preferably with adoption related work; Knowledge of HIPAA standards; Substantial experience and knowledge in current clinical principles and practices in adoption consulting and training; Beeper rotation is required of all clinical staff. Demonstrated skills in effective communication and organization. Other info: Position contingent on funding. This is a 40-hr week job. Salary negotiable based on qualifications. All staff clinicians are required to carry the Center beeper on a rotating schedule.

73. Post-Crescent - Learning’s Costly Curve Part of the solution may be labeling fewer students as disabled. rhode island. specialeducation research is not rigorous or coordinated enough to support http://www.wisinfo.com/postcrescent/news/archive/local_4981028.shtml

var prop1 = "Appleton" var prop6 = "news" Appleton Weather Temp: Hi: Lo: Main Page News Sports Packers ... Pit Stop Picks Posted Aug. 04, 2002 Schools cope amid growing disabled-student population, special-education expenses By Kathy Walsh Nufer Post-Crescent staff writer Freedom made the commitment to ensure all children equal access to a public education well before state and federal governments made it law in the early 1970s, he said. Yet, in times of tight budgets there is no denying the mounting cost of educating everyone from the blind, deaf and medically fragile to children with cognitive and emotional disabilities and speech delays. While Congress considers reauthorizing the 28-year-old law now known as the Individuals with Disabilities Education Act (IDEA), area school systems are picking up the bulk of the bill for an ever-growing number of special-education children. Two dozen Fox Valley school districts spent more than $62 million in district, state and federal dollars in the 2000-01 school year to educate 7,597 students with disabilities, according to the Wisconsin Policy Research Institute. In the coming school year, Freedom, with a total enrollment of 1,590, will spend $1.9 million of its $12.2 million operational budget educating 215 children with disabilities.

74. Northern Rhode Island Collaborative - Grants And Initiatives ongoing relationships with special education directors disabilities with their non-disabledpeers to and training, the Northern rhode island Collaborative has http://www.ri.net/NORICO/grants.html

The Northern Rhode Island Collaborative has undertaken a number of special studies and projects designed to enhance the overall effectiveness of the Collaborative and its member districts. Past and present topics include: interactive video/distance learning, transportation, fuel oil bidding, Xerographic paper bidding, art and general school supplies bidding, staff development and health care study. Through on-going relationships with special education directors, business managers, and library media personnel, the Northern Rhode Island Collaborative seeks to improve communication and overall efficiency. ORS (Office of Rehabilitation Services)/RIDE Cooperative Agreement Initiative Diverse Learning Needs Team Grant Over the past several years, school communities throughout Rhode Island have demonstrated a renewed commitment to the goal of educating students with disabilities, ages 3-21, with their non-disabled peers to the greatest extent possible (least restrictive environment). They have worked to refine and enhance their capacity to provide appropriate supports and services in regular classrooms and other natural settings. This commitment has been exhibited in various ways: planning committees, collaborative teaching arrangements, classroom supports, accommodations and services, community partnerships, professional development, peer support systems, and other strategies and approaches. Those programs include such characteristics as learning environments that are flexible, strategies

75. Online needs Coordinating center for Connecticut programs serving chronically ill or disabledchildren and special needs Secondary schools Listing complied http://www.tsact.org/online.htm

Connecticut Tourette Syndrome Association Some of our favorite Internet resources relating to Tourette Syndrome are below. If you would like to recommend a useful Web site for listing on this page, please contact Andrew Vogel at (203) 661-3026 or e-mail him at ts@tsact.org Tourette Syndrome TS discussion groups Regional TSA chapters ... Research Tourette Syndrome Ask NOAH About Tourette Syndrome A-Z information resource published by the New York Online Access to Health project. NOAH features content in English and Spanish, with sections on basic facts, children's issues, diagnosis, genetics and treatment, including alternative therapies. Provides URLs to local TSA chapters in Connecticut, New Jersey and New York. Patti's Picks Books Books about TS and by people with TS. Pandas Web site NIMH site devoted to pediatric autoimmune neuropsychiatric disorders associated with streptococcal infections. The term describes the subset of children who have OCD and/or TS whose symptoms worsen following strep infections. Tourette Friendship and Support Circle Interactive community that offers children and adults of TS families information, resources and a place to share personal experiences and make friends.

76. Book List By Category listings Reports/Plans agencies rhode island Resource Manual A Guide for RecentlyDisabled Adults and technology services for students (special edition of http://www.pal-ri.org/categlistpage.htm

Back to the Resource Center Page Book List by Category Section l. - Family Support Category: Family Guides "Children with Special Needs - A Navy Parent Handbook" "Seizures and Epilepsy: A Guide to Parents" Category: Estate Planning "Disability and the Family" - A Guide to Decisions for Adulthood Category:Planning "Disability is Natural" - Creating New Lives for Children and Their Families! "Here's To Your Student's Future" - A Parent's Guide to Transition Planning (binder) "Life Building"- Opening Windows to Change - Using Personal Futures Planning Personal Workbook "Person-Centered Planning" - Finding Direction for Change Using Personal Futures Planning (Beth Mount) "They Just Don't Get It" - What Families Want Professionals to Know about Their Children Section 2. - Self Advocacy "Making Choices - Finding Black/White in a World of Grays" - Practical Wisdom for Everyday Moral Decisions "Read My Lips - It's My Choice" "Self Advocacy and Assistive Technology" - a resource manual for trainers (binder) FILED UNDER: Resource Manuals/Catalogues "The Rights Stuff" - Self Advocates Learning and Using Their Rights Section 3. - Training and Leadership

77. Asset 1994) and the US disabled Cycling Team the regular education curriculum for specialneeds students various technology companies in rhode island and Massachusetts http://assets-inc.org/board.htm

President Robert Perry Vice President Matthew Kut ... Debra Pequita President Robert Perry Graduated from the University of Massachusetts, Amherst and received his Masters Degree from the State College at Bridgewater. Employed by the New Bedford Public School System for over thirty years,his service to the community includes Board membership of the ARC of Greater New Bedford, The Nemasket Group in Fairhaven, and President of the Old Rochester Regional High School Special Needs Parent Advisory Board. Vice President Matthew Kut Received his Bachelor of Science Degree in accounting form the University of Massachusetts at Dartmouth. He has worked as Tax Auditor for the Massachusetts Department of Revenue since 1981. Matthew is Treasurer for the Acushnet Federal Credit Union and has been a member of that Board since 1984. He is a former member of the U.S. Disabled Ski Team (1984-1994) and the U.S. Disabled Cycling Team (1990-1994) Treasurer Addie Perry Attended the University of Massachusetts, Dartmouth and is currently employed as a Family Advocate at the ARC of Greater New Bedford. Mrs. Perry has been active in school systems throughout the area in promoting access to the regular education curriculum for special needs students. She has been instrumental in beginning Disability Awareness Programs in local elementary schools and helping to maintain a Down Syndrome Parent Support Group. Executive Director Jean Des Roches Holds an Associates Degree along with two technology industry certifications, C.N.E. (Certified Novell Engineer) and M.C.S.E. (Microsoft Certified Systems Engineer). Jean has worked as Systems Analyst/Project Manager for various technology companies in Rhode Island and Massachusetts. She was Co-President of the Special Needs Parent Advisory Council in the Town of Acushnet for ten years and is the founder of A.S.S.E.T.S.

78. Stateline.org: Lobbying Season Opens For Special Education the full cost of educating learning disabled children even billion to educate the5.6 million special-needs kids t really change the cost of special education http://www.stateline.org/story.do?storyId=225070

79. NEWisconsin.BabyZone.com -- Your Local Guide To Pregnancy, And Parenting Resourc Nation Community Support Support Groups for many needs. special Olympics, Green Bayoffice 2140 Holmgren syndrome, and other cognitively disabled children learn http://newisconsin.babyzone.com/parentresources.asp?type=Special Needs Resources

80. CHAPTER 4 EDUCATION Education are part of the special Education IEP The community college of rhode Islandmust provide a driver training program for physically disabled drivers to http://www.gcd.state.ri.us/RI_Laws/chapt_4.htm

CHAPTER 4 EDUCATION CHAPTER 4 EDUCATION Regional School Districts 16-3 Regional Collaboratives 16-3.1-9 to 11 ... Higher Education - Disability Accessibility 16-59-24 Concerning most of the sections below contact the: Coordinator of Special Education, Department of Education RI Disability Law Center or RI Parent Information Network To file a complaint regarding any issue in this chapter contact: Coordinator of Special Education, Department of Education Regional School Districts 16-3 Regional school districts can help economize precious resources while providing enhanced services to the area's students. Some of the services provided to students with special needs are: a wider variety of special education opportunities; a larger range of transportation services; vocational and technical schools, including vocational rehabilitation services; and other special programs that would benefit from a centralized approach to service delivery. Regional Collaboratives 16-3.1-9 to 11 A southern Rhode Island collaborative of school districts was formed to provide special education programs and diagnostic services for Westerly, New Shoreham, Chariho, Narragansett, Jamestown, South Kingstown, North Kingstown, East Greenwich, and Exeter-West Greenwich. A West Bay Rhode Island collaborative of school districts was formed to provide special education programs and diagnostic services for West Warwick, Providence, Warwick, Coventry, Cranston, Scituate, Foster-Glocester, Foster and Glocester.

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