9/5/01 -- A Bad IDEA Is Disabling Public Schools -- Education Week to have their children labeled learningdisabled in order In the district of columbia,one-third of the that the Cedar Rapids Community School district in Iowa http://www.edweek.org/ew/newstory.cfm?slug=01bolick.h21
Extractions: Viewpoint on Public Issues, The Mackinac Center , October 6, 1997 Forgotten children. Troubled youth. Learning disabled. Students with special needs. Whatever the euphemism, these are children who are often not well served in the conventional public school setting. At the same time, many people think that these students can not be served well by the private sector either, but nothing could be further from the truth. It is time to lay to rest the myth that private schools are elitist institutions that "skim the cream" and leave all the toughest kids to the public schools. The private sector, including private sectarian schools, religious schools, nonpublic agencies, and home schools, offers a wide variety of education programs for this difficult-to-educate population. When public schools or agencies cannot serve a particular student, they sometimes contract with a private sector group to do the job. The Directory for Exceptional Children lists roughly 3,000 special education schools and facilities in the private sector nationwide. Their costs of educating a student vary widely, depending in large part on the nature of the disability category served, and may also include the cost of medical care and transportation. Examples include Sobriety High in Edina, Minnesota, which educates 9th through 12th grade students in recovery from chemical dependency. The famed Boys Town, based in Nebraska, directly cares for more than 27,000 boys and girls annually in fourteen states and the District of Columbia. The Helicon Shelter Education Program, a division of Childrens Comprehensive Services, provides certified teachers, materials, curriculum, and academic recordkeeping on site at 27 emergency foster care shelters throughout Tennessee.
Charter Schools In Action: What Have We Learned? states and the district of columbia now have that remain subordinate to district administrationsand are serving proportionately more disabled youngsters than http://edreform.com/pubs/hudson1.htm
Extractions: Hudson Institute, Educational Excellence Network, Washington, DC This report contains the findings of the first year of a two-year Hudson Institute study of U.S. charter schools, focusing on their start-up problems, solutions to those problems, and the policy environments in which such schools are most apt to thrive or falter. Field work in 1995-96 consisted of site visits to 43 charter schools in seven states and the gathering of substantial data on 35 of those schools, which comprise a cross-section of the approximately 225 charter schools operating during this year. The three-person research team conducted approximately 600 school-linked interviews and some 107 more with state-level people. The result is the most extensive information presently available about the nationwide charter school movement. This summary briefly recaps key findings and recommendations but does not substitute for the full report. It tracks the five major sections of the report, which also includes several appendices, including profiles of schools and states included in the 1995-96 sample.
Teachers-Teachers.com : Schools : Partners Director, Educational Credentialing and Standards Branch district of columbia PublicSchools. the muchneeded specialized education to disabled individuals. http://www.teachers-teachers.com/schools_partners.cfm
Extractions: Partners "The American Association of Colleges for Teacher Education (AACTE) is pleased to be a partner with Teachers-Teachers.com in the effort to place high-quality teachers in classrooms across the United States. This partnership will bring word to our 740 institutional member schools who graduate over 115,000 new teachers every year. Teachers-Teachers.com is an efficient and innovative approach to teacher recruitment and hiring." "Teachers-Teachers.com provides an invaluable service by linking highly qualified special educators to local and intermediate school districts. This is a critical service given the current shortage of special education teachers across the nation. Teachers-Teachers.com makes finding the right person for the right position fast, easy, and efficient. This partnership will connect the Council for Exceptional Children's 50,000 special education professionals to exciting career opportunities." "Teachers-Teachers.com revolutionizes the teacher recruitment and hiring process for school districts and teacher candidates. Teachers-Teachers.com is fast, efficient and easy to use. It allows hiring to be initiated instantaneously and helps school districts pinpoint candidates who would be ideal for their school system. For the Maryland State Department of Education, it is an opportunity to help our districts expand their applicant pool while decreasing the expense to do so."
Sd43 : Resources : SPECIAL NEEDS and their parents in our district is the IRN) Database through the British ColumbiaTeachers' Federation has specifically designed for people who are disabled. http://www.sd43.bc.ca/resources/special_needs.htm
Extractions: With several resources and documents related to the individual needs of students, the Ministry of Education has also recently undertaken a review of the Special Education program in BC schools. The Ministry of Education's Special Education Page has links to it's various publications on the following topics: Visual Impairments, Hearing Loss, Gifted Education, Chronic Health Conditions, Intellectual Disabilities, Learning and Behavioural Differences, and Fetal Alcohol Syndrome/Effect. As well, the Special Education Policy manual and IEP reference publications are online. The British Columbia Ministry of Education has the K-12 Policy Manual for B.C. Schools on-line. There is a
Vouchers: Myth Vs. Fact FACT Voters in 21 states and the district of columbia have rejected and speechtherapy, and those costs associated with educating disabled and special http://www.au.org/vouch-bk.htm
Extractions: Myth vs. Fact MYTH: All voucher programs are constitutional. FACT: Sectarian schools account for 85 percent of the total private school enrollment in the United States. These schools serve as arms of religious ministries and integrate religious values and doctrine throughout their curriculum, indoctrinating students on controversial subjects such as abortion, creationism and the role of women in society. Despite these facts, however, the Supreme Court, in June 2002, upheld a voucher program in Cleveland, Ohio. The decision was extremely narrow. It is limited to circumstances in which the non-religious options that are available to students such as through charter and magnet schools predominate over religious options. The Court refused to overrule pre-existing decisions striking down voucher systems where private schools are the only options available to students apart from regular public schools.
Vouchers: Myth Vs. Fact FACT Voters in 19 states and the district of columbia have rejected and speechtherapy, and those costs associated with educating disabled and special http://www.au.org/vouchers.htm
Extractions: Myth vs. Fact Promoters of "educational choice" make many assertions about the positive effects of private school vouchers on America's educational system. Are these claims true? What would vouchers really do? Let's examine some of the common myths about vouchers and review the facts. MYTH: Vouchers are a constitutional way to assist parochial and other private schools. FACT: Vouchers result in tax dollars flowing to private sectarian schools. Sectarian schools account for 85 percent of the total private school enrollment in the United States. These schools serve as arms of religious ministries and integrate religious values and doctrine throughout their curriculum, indoctrinating students on controversial subjects such as abortion, creationism and the role of women in society. Church-state provisions in the federal and state constitutions prohibit government from subsidizing sectarian education, either directly or indirectly. As a result, federal and state courts have repeatedly struck down various schemes designed to funnel tax dollars to religious schools. The fact that parents may "choose" the private school is legally irrelevant, because public funds will still be used for religious instruction. Voucher plans have been struck down in Florida, Maine, New Hampshire, Ohio, Pennsylvania, Puerto Rico and Vermont, even when some laws provided funds for public school choice.
Goal 8: Parental Participation - Special Populations State governments, including the district of columbia, are eligible the identificationof Native Hawaiian children that are learning disabled, mentally or http://www.ed.gov/pubs/AchGoal8/specpop.html
Extractions: Parental Involvement Programs The Education for Homeless Children and Youth program provides activities for and services to ensure that homeless children and homeless youths enroll in, attend, and achieve in school; to establish or designate an office in each state education agency (SEA) and outlying area for the coordination of education for homeless children and youth; to develop and carry out a state or area plan for the education of homeless children and youth; to develop and implement programs for school personnel to heighten awareness of specific problems of homeless children and youth; and to provide grants to local education agencies. Funds for this program are used primarily to identify homeless children, and to develop and carry out plans to ensure that homeless children and youth in each state have access to a free, appropriate public education. Funds may be used by SEAs for direct education services to children to encourage participation in school and improve their chances of success. Funds may also be used to support programs for school personnel relating to homeless children and youth. When their appropriation exceeds the amount received in fiscal year 1990 the SEAs must make subgrants to LEAs for the purpose of facilitating the enrollment, attendance, and success of homeless children and youth in schools. Departments of education in the 50 states, the District of Columbia, Puerto Rico and the outlying areas, and schools serving Indian students that are funded by the Secretary of the Interior may apply for funds under this program.
What Are Charter Schools? At the end of 2000, 35 states and the district of columbia will have Some fillparticular niches for disabled students, such as the Metro Deaf Charter http://www.optionsined.org/what.htm
Extractions: Options Charter School What are Charter Schools? Charter schools are independent public schools, designed and operated by educators, parents, and community leaders. They are sponsored by designated local or state educational organizations that monitor their quality. Because they are free of traditional bureaucratic red-tape, charter schools typically focus on new and innovative approaches to teaching and management, specifically tailored to educational and community needs. The "charter" establishing each school is a performance contract. Therefore, charter schools must uphold the highest standards. Goals: Accountability: Charter schools are held accountable for how well they educate children based upon the guidelines established in their charters. If they fail to meet their goals, whether fiscal, operational, or educational, they are closed. Choice: Students choose to attend and teachers choose to teach at charter schools. This provides the charter school operators with an incentive to provide students and parents with the best educational environment. In addition, charter schools force regular public schools to provide equal or better services in order to retain students. Flexibility: Each charter school is unique. They may be designed to best meet the needs of each state, each community, and each child.
CIS Home Page - Californians For Inclusive Schools disabled Students' Program Assailed But Mount Diablo district defends it Bailey,Student, columbia Central High School, columbia, Tennessee, Class http://www.pai-ca.org/CIS/Index.htm
Extractions: Top of this page CIS Mission Information about CIS Inclusion news ... Links to on-line legislation June 17-19, 2003 - The CLEAR Project and the LRE Resources Project present their Summer Institute: School Site Team Collaboration for Inclusive Education, on June 17-19, 2003, at the Waterfront Plaza Hotel, 10 Washington Street, Jack London Square, Oakland, California. For more information - Summer Institute Brochure and Summer Institute Registration Form Californians for Inclusive Schools (CIS) works in the legislative and regulatory arenas to promote incentives and remove barriers to expansion of high-quality, inclusive schools, especially as they pertain to children with disabilities. Inclusive schools offer supportive learning environments that welcome and nurture children with disabilities and students with disabilities and their diverse cultural, language, ethnic and economic backgrounds to the general community of the school. What is CIS?
The Fordham Foundation the newly formed district of columbia Education Commission remain significantly belowwhere the district's standards say shown by parents of disabled children. http://www.edexcellence.net/library/What If All Schools Were Schools of Choice.h
Extractions: The Weekly Standard , June 19, 2000 Where is the charter school movement headed? Although these independent public schools of choice were once seen as release valves for disgruntled families or safe havens for kids with problems, in urban America, they're looking like a possible alternative to the system itself, foreshadowing a far different public education system than we now know. Nearly one-tenth of the District of Columbia's public schoolchildren now attend 27 charter schools. By September, when at least five additional charters are likely to be operating, the share of students in charters may be one-ninth. By 2001, it could be as much as one-eighth. This is an amazing development, the more so when we recall that three years ago Washington had no charter schools at all. And the District isn't alone. Less than two years after passage of Missouri's charter law, 13.5 percent of Kansas City's children are studying in these new schools. In Arizona, the statewide rate nears 5 percent. Philadelphia has seen 25 charters spring up in two years, now accounting for more than 10 percent of that city's public schools. Nationwide, some 1,700 charter schools enroll almost 350,000 children. Education secretary Richard Riley predicts there will be 3,000 such schools by 2002. More than half of today's charter schools are located in or near large cities. The families that are lined up at their doors 70 percent of all charters have waiting lists are overwhelmingly fleeing education disasters. They are mostly poor families desperate enough to take chances on new schools with no track records and often operating in decrepit facilities. Private schools are not an option. Charter schools, on the other hand, have given hope to many.
Kentucky.gov - The Official State Government Site For The on the study also lauds Kentucky, Connecticut and the district of columbia for having stateis free to determine its own legal definition of special needs. http://cfc.state.ky.us/media_releases/2002/092402 adoption subsidies.asp
Extractions: Commonwealth of Kentucky Cabinet for Families and Children Service Regions Agencies What's New Feedback ... Contact Us Help With Adoption Adult Abuse Child Abuse Child Care Services ... Weatherization Assistance CFC Press Release National study lauds Kentucky for adoption subsidies FRANKFORT, Ky. (Sept. 24, 2002)-A recent study cites Kentucky as a national leader in the financial support it provides families who adopt children with special needs from state foster care. The study of adoption subsidy programs by the North American Council on Adoptable Children shows that, in 2001, Kentucky paid the nations fourth highest basic monthly adoption subsidy. Only Connecticut, the District of Columbia, and New Hampshire paid higher basic rates for the support of adopted children. The study, entitled Forever Families: Supports for Families of Children with Special Needs, also shows that Kentucky ranked behind only Connecticut and Ohio in the basic subsidy amount it paid families who care for foster children. The researchers listed the adoption subsidy rates states paid for an 8-year-old child with special needs, deeming those rates to be typical. In 2001, Kentucky paid a basic adoption subsidy of $600 a month for a child that age-the same amount it would pay to support the child in foster care.
TRI Online! Disability Links - Parent Advcocacy/Special Education Region II New York; Region III Delaware, district of columbia, Maryland, New Jersey,Ohio, and Pennsylvania; Loving Your disabled Child California (CPRC). http://www.taconicresources.net/resources/pa-ed.shtml
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.
Special Education News 2000 Spending Bill plans for a halfdozen federal agencies and the district of columbia. classrooms thatcontain both children with disabilities and non-disabled children, the http://www.specialednews.com/washwatch/washnews/fy2000final120499.html
Leadership & Spec Educ with learning disabilities than it is for their nondisabled counterparts. Teachersat four schools in School district 23 in British columbia, with the http://www-rohan.sdsu.edu/~edleader/ielp/791ab/AbstSpEd.html
Extractions: Roles and Responsibilities of Special Education Assistants by Harry Dhillon The purpose of this study was to examine the extent to which classroom teachers and SEAs perceive that members of their respective employee groups are knowledgeable about the roles and responsibilities of SEAs presently defined. Participants in the study included classroom teachers and special education assistants at the elementary level in School District #42. A sample of 84 teachers and 77 SEAs was utilized. 116 surveys were returned for data analysis. A five point Likert scale was used to generate descriptive and comparative statistics. A t-test treatment indicated that there was a significant difference between classroom teacher and SEA concept scores related to knowledge about defined roles. Further findings indicated that both groups were uncertain when responding to statement related to clarity/conciseness of role definitions. No significant difference was found. An ANOVA treatment was utilized to determine if a difference existed with the variable of years of experience and clarity/conciseness scores as well as knowledge scores. No significant differences were found. Findings indicate a need for training and inservice and revisiting job descriptions. Areas for further study include determining levels of training for presently employed SEAs, examining the content of paraeducator role definitions in other school districts and examining established programs designed to train prospective paraeducators.
Network Of Innovative Schools : Update Archvie out how Douglas Helmer of North Grenville district High (Ontario India on using ICTto help disabled students and Agnes L. Mathers on British columbias Queen http://www.schoolnet.ca/nis-rei/e/update_archive.asp
Extractions: Technologies have changed how things are done in all areas of the school including the library. This month, read the E-Zine to learn what can be done to make your library more efficient and how your school can make computers more accessible to all of your students with Computers On Wheels. Also this month, you have the opportunity to ask our expert Holly Gunn, all the questions you may have on innovative libraries! Don't forget to check out the opportunities... yes more than one in March... including the NIS River Valley Video Festival. JANUARY E-ZINE How can your school prepare for a virtual conference? The following article - inspired by innovative video conferencing projects conducted at Nashwaaksis Middle School in New Brunswick - features easy to follow steps to help you successfully prepare your students and school for a virtual conference. DECEMBER E-ZINE Mentoring is an essential part of innovation in schools...but why limit it to teachers? Learn how a group of grade nines mentored grade six students on a virtual "Mission to Mars". Find out how Prince Edward Island's Kinkora Regional High School is integrating information and communications technologies into the classroom with unique hands-on courses and join teachers from Sacred Heart Catholic High School for a discussion on Electronic Pedagogy The new age of education?
Extractions: The untold story of special education O Upon greater scrutiny, this oft-repeated scenario does not hold up. For years, many students with the worst disabilities have attended private schools at partial or even full public expense. Far from abandoning the needs of special education students, the private sector is supplying what the public school system has failed to provide. More specifically, public school districts currently foot the bill for more than 100,000 special education students attending private schools at an estimated cost of $2 billion to taxpayers, according to U.S. Department of Education figures and industry estimates. In most of these cases, public schools have come to rely on specialized private schools to educate their toughest disability cases, when doing it themselves would be prohibitively expensive. "A voucher isn’t really the right analogy," says Mike Petrilli, program director of the Thomas B. Fordham Foundation, which supports education reform efforts from a conservative perspective. "It’s really closer to contracting, like the Edison Project," the for-profit school management company that manages more than 50 public and charter schools across the nation. "But it makes a lot of sense to contract out this function to a company that can pool its resources."
ECS Quick Facts -- Special Education - Finance Some 80% or more of students labeled as disabled are considered to have mild disabilities. Fortyseven states and the district of columbia reported $2.3 http://www.ecs.org/clearinghouse/14/91/1491.htm
Extractions: ECS Quick Facts Special Education - Finance Education Commission of the States 707 17 th Street, Suite 2700 Denver, CO 80202-3427 303-299-3600 fax 303-296-8332 www.ecs.org September 2000 Following are some statistics about various issues related to special education financing. National spending on special education for 1995-96 was estimated to be from $32-$36 billion. (National Research Council, Making Money Matter: Financing Americas Schools Special education funding for 1995-96 was estimated to be 12% of total education spending. (National Research Council, Making Money Matter A survey of 29 states found a wide variance in the extra funds that a state allocates to special education students. The 1994-95 survey found that state spending per student varied from a high of $5,518 (Alaska) to a low of $210 (West Virginia). (CSEF, Survey on State Special Education Funding Systems, Student enrollment in special education programs increased from 3.6 million students in 1976-77 to 6 million students in 1996-97, an increase of 66.7% over a 20-year period. During that same time, the total student population increased by only 4.4%. (CSEF Resource , Winter 1999-2000) The percentage of all students enrolled in special education programs increased from 7.4% to 11.58% from 1976-77 to 1996-97. (CSEF
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 district of columbia. Camp Starfish serves emotionally, behaviorally, and learningdisabled children by providing a safe therapeutic milieu in a natural camp 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.
Listings Of The World Reference Education Special Education An Oregon Information and Referral Source for K12 disabled Children http schooldistricts in 21 US states plus the district of columbia through conferences http://listingsworld.com/Reference/Education/Special_Education/Support/
