Welcome To Bridges4kids.org! among lowincome students, those with limited English skills and disabled studentsevery Maryland (Click appropriately for Delaware and district of columbia http://www.bridges4kids.org/Resources/StateResources.html
Extractions: Lead Poisoning Positive Behavior Support Community Schools Where to find help for a child in Michigan - click here Breaking News What's New? Help ... Text Menu Last Updated: Resources by State Click on a state for resources specific to that state. Some of the smaller, Eastern states are grouped together ( Maryland Delaware , and the District of Columbia States, Territories, and Islands not pictured: Alaska American Samoa Hawaii Puerto Rico , and the Virgin Islands NEW! Click here for U.S. Regional Resource Centers Alaska AR 5 teens charged in taped assault Group beat special education student at bus stop, police say AR Bill Would Offer School Vouchers to Disabled Children Legislation proposed for the upcoming session would give Arkansas, for the first time, a limited form of school vouchers. California CA County's tip line provides outlet for school concerns Prevention of violence, teen suicide are missions; its anonymity, 24-hr availability boost its profile
Child And Adolescent Behavior Services of British columbia's Ministry for with young children with special needsor developmental County Combined General Health district Early Intervention http://www.balmoralfarm.ns.ca/resfacilities2.html
Extractions: Early Intervention Resources In terms of physical, intellectual, emotional and social well-being, the period from conception to age 6 is the key to subsequent growth, development and ultimate productivity. Pre-natally through the sixth year there are several distinct stages. They include: intra-uterine, intrapartum (the birth itself), postpartum (birth to 1 month), early infancy (the first six months), late infancy (6-12months), toddler (1 to 3 years), and the pre-school child (3-6 years of age). Children have different needs, depending on where they are within these stages.
Extractions: Date: Thu Jul 12 2001 - 14:04:03 PDT http://www.in.gov/ai/gov/state/html . Click on Judicial Branch and then Indiana Court of Appeals. 2.) ******** OHIO REVAMPS STATE TESTS: ALIGNS WITH STANDARDS (Goal Three: Student Achievement and Citizenship) A new Ohio state law overhauls the state's proficiency tests by aligning them with academic standards (Rubin, EDUCATION DAILY, 6/15). The law also limits the tests' use in determining whether students will be promoted to the next grade or earn a high school diploma. The new law is based on recommendations developed by Governor Bob Taft's Commission for Student Success. Last year, the Commission reported that the Ohio tests were "rushed into place before the academic standards they were meant to measure had taken hold," reports the paper. For more information on the new law, visit http://www.state.oh.us/gov/releases
4MyChild Support Shirley Wade, Executive Director district of columbia Arc, Inc. Jess Hall, PresidentEaster Seal Society for disabled Children Adults, Inc. http://www.cerebralpalsy.org/print-staDC.html
Extractions: Parent News for September-October2000 Feature What Parents Should Know about Charter Schools by Saran Donahoo In recent years, many parents, educators, students, researchers, and observers have reached the same conclusion: Traditional schools do not work for all students. As a result, several educational alternatives have been developed in an attempt to better meet the needs of those students who are not being adequately served by traditional schools. This article is the first in a series developed to provide parents with more information on some nontraditional education alternatives. One alternative that is now available in many states is the charter school. Although the number of charter schools has grown in the last few years, it still is sometimes unclear what they have to offer students, parents, and educators that more traditional school systems do not already provide. The following article and list of additional resources are intended to increase parents understanding of what charter schools are, where they came from, and how they are trying to reform public education. Regardless of how they are defined, almost all charter schools operate on three basic principles:
Campaign Site October 15, 1994; Oakland, CA; $338,585; The district of columbia, United Cerebral Usingadvanced technology to allow senior citizens and disabled adults to http://www.digitalempowerment.org/background/disability.html
Extractions: The State of Arizona, City of Phoenix Extending electronic access to city and community-based services at public access points and dial-in access from the home or office. October 15, 1994; Phoenix, AZ; $50,000 The State of California, Pangea Foundation Creating a network to facilitate communication and interaction among organizations serving persons with disabilities. October 1, 2000; San Diego, CA; $270,000 The State of California, Amador-Tuolumne Community Action Agency Tuolumne County Information and Assistance Network: To use network technology in libraries and community centers to provide critical information on health and human service agencies to community members. October 1, 2001; Sonora, CA; $226,514 The State California, Department of Aging and Adult Services SF-GetCare - Empowering Older and Disabled Consumers with Online Access to Care: To develop a web-based, integrated, community-based long-term care information system on behalf of older and disabled persons in San Francisco. October 1, 2001; San Francisco, CA; $899,113 The State of California, World Institute on Disability Planning to make the NII accessible to disabled persons and language minorities. October 15, 1994; Oakland, CA; $338,585
Transportation To Students With Disabilities in which OSEP responded to an inquiry from district . of columbia Public SchoolsSuperintendent Franklin L. Smith However, if the disabled student is capable of http://www.pattan.k12.pa.us/svs/idea/transportation_to_students_with_.htm
Extractions: In your letter, you reference a letter of policy clarification on this issue, in which OSEP responded to an inquiry from District . of Columbia Public Schools Superintendent Franklin L. Smith, published at 23 IDELR 344. You ask a number of additional questions that you believe have not been addressed in that letter. In a telephone conversation with a member of my staff, you also indicated that your inquiry was prompted as a result of a due process hearing decision denying your client's request for
September 4, 2002 the states, federal territories, district of columbia, Department of standardsas their other nondisabled peers may put a public school district in conflict http://www.nasdse.org/government_relations/titleI040402.htm
Extractions: September 5, 2002 Jacquelyn C. Jackson, Ed.D., Acting Director Student Achievement and School Accountability Programs Office of Elementary and Secondary Education U.S. Department of Education 400 Maryland Ave., SW., room 3W230, FB-6 Washington, D.C., 20202-6132 Via e-mail: TitleIRulemaking@ed.gov Dear Dr. Jackson: The National Association of State Directors of Special Education (NASDSE), a not-for-profit organization representing the state directors of special education in the states, federal territories, District of Columbia, Department of Defense and the Bureau of Indian Affairs, is pleased to provide these comments in response to the Federal Register notice of August 6, 2002 requesting comments on the proposed regulations for the Title I programs in the No Child Left Behind Act of 2002 (NCLB Act). §200.12: NASDSE supports all children participating in the assessment process. We are pleased to see proposed regulations requiring a single, statewide accountability system. Also included are guidelines for identifying the students with disabilities who should take alternate assessments. We note that the Department states: it also ensures that only students with the most significant disabilities take those assessments. NASDSE wants to make sure that the term significant is applied fairly and consistently among the districts and states. Additionally, an alternate assessment must be linked or indexed to the single state assessment system in a way that it measures adequate yearly progress to the state standards. This approach would ensure that the alternate assessment measures adequate yearly progress toward the state standards in a statistically valid and reliable fashion.
Link8 Greater Victoria School district British columbia, 1987. Schloss, Patrick J., etal.. Smith, Mary Lee. How Educators Decide Who is Learning disabled. http://www.educ.ucalgary.ca/swork/ipp/link8.html
Extractions: HOME GENERAL: Alberta Education. Behaviour Disorders in Schools: A Practical Guide to Identification, Assessment and Correction. Edmonton, 1986. Alberta Education. "School Act." Education Programs and Services Policy Requirements. http://ednet.edc.gov.ab.ca/educationguide/pol%2Dplan/polregs/162.htm Alberta Education. Funding Manual for School Authorities in the 1998/1999 School Year. Edmonton, 1998. Alberta Education. Programming for Students with Special Needs. Special Education Branch: Edmonton, 1995. Alberta Education. Teacher Alert System: A Guide for Teacher Managed Assessment of Students Who are "At Risk" of School Failure. Edmonton, 1991. The Inclusive Classroom: Educating Exceptional Children. Nelson Canada: Scarborough, 1993. Understanding Learning Disabilities. 2nd Ed. Marfield Publishing: California, 1982. Calgary Board of Education. Memorandum: re. 1998-99 Severe Disabilities Funding Process. Clark, B. Growing Up Gifted. Merrill Publishing Co.: Ohio, 1983. Deutsch Smith, Deborah. Teaching the Learning Disabled.
IMLS: A Closer Look: Highlights Of The Month: Archives a group of about twenty mentally handicapped and developmentally disabled adultsfrom a Awards made to fifty states, the district of columbia, and the US http://www.imls.gov/closer/archive/hlt_l0301.htm
Extractions: The life-size "Kids on the Block" puppets come with personal stories that are used to teach children about disabilities. From left to right: On the table: Eddy Franklin, Joanne Spinoza, and David Franklin (autism). On the floor: Nicholas Murphy (hemophilia) and Renaldo Rodriguez (visually impaired). Data collected by the U.S. Bureau of the Census suggest that as many as 20 percent of the American population live with some level of disability and as many as 10 percent have a severe disability. These Americans rely on libraries to provide a range of materials and services to help them meet their information needs. Traditional offerings such as adaptive technology, large print books, books on tape, and books-by-mail are a staple at many libraries. Other libraries have thoughtful programs to help the disabled and the mentally handicapped overcome more basic challenges of self-esteem and integration into everyday society.
Awards > Daily Points Of Light > Past Winners Because disabled children are often laughed at and isolated, she feels an coachesand 12 athletes from Maryland and the district of columbia recorded the http://www.pointsoflight.org/awards/AwardWinnerShow.cfm?AwardNum=1779
Kindergarten And Elementary School Teachers children who are mentally retarded, emotionally disturbed, learning disabled, mobilityimpaired All 50 States and the district of columbia require public http://www.exchangenet.com/howto/career/R0441.html
Extractions: Job Report Kindergarten and Elementary School Teachers Nature of the Work Kindergarten and elementary school teachers play a vital role in the development of children. What is learned or not learned in the early years can shape children's views of themselves and the world, and affect later success or failure in school and work. Kindergarten and elementary school teachers introduce children to the basics of mathematics, language, science, and social studies. They try to instill good study habits and an appreciation for learning, as well as observe and evaluate each child's performance and potential. Elementary school teachers may use films, slides, computers, or instructional games to help children learn in creative ways. They also arrange class trips, speakers, and class projects. Teachers keep track of their students' social development and health. They observe each child's behavior and discuss problemssuch as habitual resistance to authoritywith the parents. Teachers also report health problems to parents and school health officials. Most elementary school teachers instruct a group of children in several subjects while providing individual attention as much as possible. In some schools, two or more teachers team teach and are jointly responsible for a group of students or for a particular subject. An increasing number of elementary school teachers specialize and teach one or two subjects to several classes. Some teach subjects such as music, art, or physical education, while others concentrate on the special needs of certain groupsthose who have reading problems or those who do not speak English, for example.
Extractions: Work-at-Home.org is a work at home jobs source and work from home community to provide information, support and resources to those who work at home and those who want to work from home. This special report was written by a third party not associated with Work-at-Home.org who is solely responsible for its content.
Alden Carter: Writer this a high rating. Lower columbia Media Association. are excellent. BurlesonIndependent School district, Fort Worth it also shows a disabled child in http://www.tznet.com/busn/acarterwriter/BigSchool.htm
Extractions: Can you guess who's coming? Today is the day Dave and Skippy are coming to Dustin's schooland that makes it the the biggest day ever! Join Dustin and his friends in Grant School's regular and special-education classes as they get ready to welcome their unusual guests. Dustin's Big School Day is another collaboration by writer Alden R. Carter and photographers Dan Young and Carol Carter for and about children with special needs. Big Brother Dustin , their 1997 book featuring Dustin, won wide acclaim, including an Oppenheim Toy Portfolio Gold Seal, a Sesame Street Parents Reviewer's Choice, a Children's Cooperative Book Center Choice, and a Wisconsin Library Association Outstanding Achievement Award. Recommended in Parenting Magazine Recommended in L.A. Parent Magazine Recommended by
Print This Page Bookmark This Page Search Www.myscschools.com and fine arts courses, including an orthopedically disabled program above the national,state and district percentiles on Hall Episcopal School in columbia is a http://www.sde.state.sc.us/News/1996/bluesb96.htm
Extractions: to be recognized by state education Nine South Carolina schools named winners in the national Blue Ribbon Schools Recognition Program earlier this year will be recognized by the State Board of Education Wednesday. The monthly State Board of Education meeting will begin at 10 a.m. in the basement aduitorium of the Rutledge Building. For the second year in a row, every South Carolina school selected for a site visit in the annual national recognition program sponsored by the U.S. Department of Education was named a National Blue Ribbon winner. Last year, 11 South Carolina elementary schools received site visits and all 11 were named national winners. The national winners are Chapin High School, Irmo High School and Irmo Middle School-Campus R in School District 5 of Lexington and Richland Counties; Summit Parkway Middle School and Spring Valley High School in Richland District 2; Mid-Carolina Middle School in Newberry County; Sumter High School in Sumter District 17; St. James Middle School in Horry County; and Heathwood Hall Episcopal School in Columbia. The Blue Ribbon Schools Program gives national recognition to schools that are unusually effective in meeting local, state and national goals and in educating all of their children. Recognized schools serve as models for other schools.
Special Education - Structured Learning Centers of these classrooms throughout the district also allows and planned integration withnondisabled peers, individualized Page PPS Main Home Page special Ed. http://www.pps.k12.or.us/depts/speced/slc.shtml
Extractions: School Assessments ... Topics K-1 Academic Behavioral Intensive Learning ... Functional Life Skills Structured Learning Centers serve students ages 5 through 21. Placement is based on assessed educational needs outlined in the student's Individual Education Program (IEP) . Additional factors include chronological age, social maturity, and the type and severity of disability. Specially designed instruction and related services are provided to meet each student's individual needs. Delivery of services to the Structured Learning Center is provided by a certificated teacher and at least one instructional aide. Related services may include professionals such as a speech-language pathologist, educational assistants, school psychologist, adapted physical education teacher, occupational therapist, physical therapist, work experience coordinator/transition specialist, clinical consultants, and others as needed. Where are services provided?
State: Teacher Accused Of Abusing Disabled Students the allegations to the school district and police. Teacher accused of abusing disabledstudents; Woman Titusville residents remember columbia astronauts; Coroner http://www.sptimes.com/2003/01/26/State/Teacher_accused_of_ab.shtml
Extractions: Entertainment AP The Wire Business ... Find your local news section Weekly sections Brandon Times City Times Homes Outdoors ... Xpress Other features tampabay.com Area guide Calendar Find it! ... Yellow Pages Special Sections Arena FB(Storm) Buccaneers College football Devil Rays ... All Departments January 26, 2003 WESTON A special needs teacher has been charged with three counts of child abuse, after police investigators concluded she physically and mentally abused some of her developmentally disabled students. The charges were filed against Anne Lanier, 55, on Friday, although school district officials conducted an investigation that cleared her of wrongdoing. Investigators allege Lanier stomped on an unruly child's foot and pushed another student down a stairwell during separate incidents in May 2001. Lanier has taught in Broward County for 20 years, the last 17 of which at the Gator Run Elementary School. She has been on voluntary leave since she was accused. School district spokesman Kirk Englehardt said a professional standards panel cleared Lanier of all abuse allegations. It's unknown who presented the allegations to the school district and police.
Accessibility & Technology in all 50 states, the district of columbia, Puerto Rico and New York Community Schooldistrict 15 508 (29 USC § 794d), agencies must give disabled employees and http://www.ihdi.uky.edu/msrrc/TopicalAreas/accessibility_and_Technology.htm
Extractions: This link is part of the Special Education Technical Assistance and Dissemination Network funded by the U.S. Department of Education's Office of Special Education and Rehabilitative Services. To learn more about this network and other TA Providers outside of the special education network, click here Accessible Technology comprehensive list of links created by the Western Regional Resource Center which includes information on hardware, software and assistive technology services and devices for persons with disabilities. Accessible Web Pages a helpful list of internet resources on accessibility created by the Western Regional Resource Center. Center for Applied Special Technology (CAST) - Founded in 1984 as the Center for Applied Special Technology, CAST is an educational, not-for-profit organization that uses technology to expand opportunities for all people, including those with disabilities. The Internet: An Inclusive Magnet for Teaching All Students This resource book is aimed at helping you use the Internet as a tool to educate all students in your classroom, including students with disabilities, auditory and visual learners, students from rural areas, those who do not speak English as their first language - in short, everyone. (PDF Only) Kentucky Assistive Technology Services Network (KATS Network) A state-wide, consumer-driven organization funded under the Technology Assistance for Individuals with Disabilities Act of 1998
Air Force Crossroads / Education familyvoices.org Federal Resource Center (FRC) Lists resources for the disabled. ourvast affiliate network in 41 states and the district of columbia and 86 http://www.afcrossroads.com/education/special_organizations.cfm
Extractions: : The appearance of hyperlinks does not constitute endorsement by the U.S. Air Force of this Web site or the information, products, or services contained therein. For other than authorized activities such as military exchanges and morale, welfare and recreation sites, the U.S. Air Force does not exercise any editorial control over the information you may find at these locations. Such links are provided consistent with the stated purpose of this DoD Web site.
Post-Crescent - Learnings Costly Curve Labels increase. Part of the solution may be labeling fewer students as disabled. Minnesota.106,194; 31.3%. district of columbia. 8,162; 29.8%. Louisiana. http://www.wisinfo.com/postcrescent/news/archive/local_4981028.shtml
Extractions: 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.
